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A GUIDE TO THE TEACHER'S 
MASTERY OF TEXTS 



AND 



AIDS IN ELEMENTARY INSTRUCTION 



By EDITH C. BUCK, A. M. 

Professor of Elementary Instruction in the Iowa State Normal School 
Cedar Falls, Iowa 



19 8 

MATT PAKROTT & SONS CO.^ WATERLOO, IOWA. 



iLISrsA.RYof COWGi'^eSSJ 
Two OooJes Heceived 

I SEC 11 1908 



Copyrighted 1906 



.^ 



v^V 



SECOND EDITION 

Revised and Copyrighted 1908 

By Edith C. Buck 



PREFACE. 

A school text is often the embodiment of thoughts 
which have been worked out step by step in the class 
room and have developed gradually. Such has been the 
history of this book. 

The work w^hich was carried on for a year approxi- 
mately, by means of mimeographed copies provided for 
each pupil, w^as first presented in book form in 1906. 
This edition has been in use for tw^o years and the author 
feels convinced that if the work is pursued conscientiously 
and faithfully, the results to the pupil are markedly 
beneficial. 

To Whom Useful. — It is believed this text will prove 
useful to several classes of people : 

I. To superintendents and members of book commit- 
tees of school boards who may wish to examine the merits 
and demerits of texts under contemplated adoption. 

II. To the teacher who has the privilege of selecting 
the book best adapted to her work. 

III. To institute workers who teach Methods or Didac- 
tics, because of the lists of questions which may be made 
the bases of discussions. 

IV. To those conducting grade meetings in the public 
schools. 

V. To the progressive teachers who are striving for 
advancement in their profession. 

VI. To those criticising a new publication or the ad- 
vance sheets of school texts intended for publication. 

Grades Included. — The plan of the work is to deal with 
grades from the fourth to the eighth, inclusive. When 
primary subjects have been touched upon, it is because 
it is thought the pupil will have a better understanding 



of the subject if the foundation upon which it rests is 
thoroughly understood. 

Chapters. — No attempt has been made to answer all the 
questions asked upon any one subject, nor to present a 
complete treatise upon it, as the volume would be too 
bulky. 

They should be supplemented by references from other 
texts and best of all by the teacher's own personal 
experience, since the answers to numberless questions are 
not contained within the covers of any book. 

Questions. — In no sense is the list of questions on any 
one subject intended to be exhaustive. Many of them 
are such as any teacher who is well equipped for her 
work is expected to know. 

Each teacher will use them as her individuality may 
dictate. 

Outlines for the Examination of Texts. — A writer has 
said, ^^The intellectual treasures of the past are locked 
up in books." It behooves, then, the intellectual teacher 
to unlock these treasure houses and partake of the rich 
feast provided. The outlines contained herein may serve 
as the gateway. No outline found in this book was made 
to cover simply the subjects included in any one text. 
For example, before the outline on texts for the first, 
second and third readers was attempted, examination 
was made of the following series in the foregoing grades : 
Brumbaugh's Standard Readers, Stepping Stones to Liter- 
ature, Lights to Literature, Graded Literature Readers, 
Progressive Course in Reading, The Jones Readers, 
School Reading by Grades, Heart of Oak Books, and the 
Heath Readers. The salient points of all these sets were 
selected and used in making the outline, the less promi- 
nent characteristics being excluded. 

Problems. — The experienced, thoughtful teacher, who 
cares for her pupils and for advancement in her profes- 
sion, looks at the subject which she is to present from 



every standpoint and strives to weigh carefully all the 
things she needs to bear in mind to make her presenta- 
tion as strong as possible. She knows into just what 
pitfalls the pupil is likely to fall, what difficulties may 
beset him and what can be done to heighten interest Avhen 
it seems to be lagging. 

It is not assumed that the problems included in the 
text will present entirely new thoughts to experienced 
teachers, but it is hoped that Ihey may contain at least 
some new suggestions. But to the uninitiated, who must 
gain their knowledge mainly through experience, to such, 
it is hoped these problems may be particularly valuable. 

Acknowledgment Paid. — Grateful acknowledgment for 
helpful suggestions is paid to Dr. H. H. Seerley, Presi- 
dent of the Iowa State Normal School, to Professor W. H. 
Bender, Supervisor of Advanced Training, to Professor 
E. J. Cable and to Miss Alison E. Aitchison, both of the 
Department of Physiography and Geography; to Pro- 
fessor H. C. Cummins, of Drawing, Penmanship and 
Bookkeeping Department, for the questions on Penman- 
ship, and to Miss Frances M. Dickey, of the Musical 
Department, for the questions on music. 

Last, but not least, thanks are due to my father, Pro- 
fessor S. J. Buck, D. D., who for forty j^ears was a teacher 
in Iowa College. 

EDITH C. BUCK. 
Cedar Falls, Iowa, September 8, 1908. 



SUGGESTIONS TO TEACHERS. 

Chapters and Questions. — In discussing the different 
subjects contained in this text, it is assumed that the 
chapters and questions on the subjects considered will 
be studied preparatory to the recitation. The questions 
may then be used simply as a basis for discussion, or the 
pupils may have access to them in class as great care has 
been exercised to arrange them logically. The original 
teacher will add to and subtract from according to her 
own knowledge and the advancement of the pupils. In 
studying the chapters many supplementary books should 
be read. In Dr. J. P. Gordy's "A Broader Elementary 
Education," the educational values of literature, history, 
English, arithmetic and other subjects are particularly 
helpful if used in connection with this text. 

It is believed that the pupil should not be graduated 
with a one-sided view of a subject, but that different 
opinions should be presented for his consideration, as 
such a course of treatment will inevitably broaden him. 
The chapter on arithmetic as found in Educational Aims 
and Values, by Paul H. Hanus of Harvard University, 
presents quite the opposite view from that of Dr. Gordy, 
and is well worth careful study. Other pedagogical texts 
should be consulted as the teacher may dictate. The 
questions on history are founded on McMurry's Special 
Method in History and the questions on the five formal 
steps are based upon the Method of the Recitation by the 
same author. 

Examination of the Text. — So far as the author has 
learned, the system of text examination is pursued in a 
manner peculiar to this school, in which it originated, 
and since this is true, perhaps an explanation, even if 
somewhat length}^ may not be out of place. 



In examining books, plan the work so that each member 
of the class is provided with the text to be examined and 
also with notes on the outline. 

Taking Notes. — Experience has proved that if the text 
to be examined is assigned to the pupil some time before 
it is required in recitation, the results will be much more 
satisfactory, as the one period of study preceding the 
recitation is not sufficient for the thorough and intensive 
investigation which some texts need. 

Also, the actual drudgery of going into minute details 
such as some texts demand does not seem so great if the 
examination extends over several study periods instead 
of one. 

See that the pupil makes as much personal examination 
in his preparation as possible and that he has written 
down his observations in a form that is easily accessible 
during the recitation period. Demand also that these 
notes contain the exact pages upon which the particular 
points indicated in the outline may be found, otherwise 
the work of the recitation will be desultory and will be 
greatly hindered by an attempt to turn again to a certain 
place found during the study period. When the pupil 
has recited as much as he has discovered in the prepara- 
tion, the teacher may bring out points overlooked, which 
are peculiar to the book under discussion, and which no 
one outline, however general it may be, can be expected 
to comprehend. 

Texts Examined in Detail. — The plan at the Iowa State 
Normal is to have the pupil examine one complete set of 
readers, history texts from the fourth to the eighth 
grades, two texts each, one elementary and one advanced 
in English, arithmetic, geography and spelling. 

Review Questions on Texts Examined. — The experi- 
enced teacher knows that it is of inestimable value to be 
able to turn instantly to a large number of texts for sup- 



p)lementary work, and know exactly where to find what 
is sought. 

For answermg review questions found in this book, 
there is a pedagogical library opening out of the recita- 
tion room containing all the books listed at the close of 
the text, and each pupil is required to examine miscel- 
laneous lists and find the answers to the questions 
assigned him personally, the number varying according 
to the size of the class. Should the number be too many, 
the teacher may supplement the pupil's research from 
her own notes. 

Order of Answering. — The class is not required to 
answer the review questions in regular order, because: 

1. Some questions require more research than others. 

2. If the class is large, the pupil during one study 
period may not have access to the books needed to answer 
his questions fully. 

3. There is not time for all the questions to be 
answered in one recitation. 

The following is the plan which has been pursued: 

A slip of paper is given each pupil containing the num- 
bers of the questions assigned him. The teacher also 
records these on a printed list containing all the num- 
bers, arranged in regular order, found in the entire set 
of questions. As soon as the question is answered, it is 
crossed from the teacher's record and serves to indicate 
when the lesson is completed and also aids the pupil who 
is unfortunate enough to lose the numbers assigned him. 

Since a good deal of time is consumed in writing 
answers to all these review questions in class, the plan 
has been adopted of writing only the initials standing 
for the different texts, the teacher indicating by black- 
board or chart beforehand what shall be used. 

Unless the text is to be retained permanently the pupil 
should record in his note-book the word for which the 
abbreviation stands. Each pupil brings the result of his 



research to class and as report is made under the teacher's 
guidance always (in case such report may not be correct 
even though the pupil has exercised his best judgment) 
notes are taken and when the report is completed each 
member of the class has the entire list of review questions 
answered in his note-book, and has at his command texts 
helpful in many subjects when he enters the teaching 
field. 

It is believed that if thorough work is done in this 
examination review that the teacher will be equipped 
in just this essentially needful direction. 

How Questions Should be Answered. — The notes which 
the pupil takes upon the different texts are designed to 
aid him in his future work as a teacher, therefore do not 
allow him to answer questions found in the outline sim- 
ply by ''yes" or "no." If this is permitted, unless the 
outline is at hand the notes will be practically valueless. 
If the pupil is pursuing a course of study there is a possi- 
bility that the notes may not be consulted for some time 
to come, and "yes" or "no" will mean but little to him. 
Let the pupil select the particular word or phrase that 
most accurately describes the text under consideration 
and then the notes will prove of value for future refer- 
ence. 



INTRODUCTION. 

The planning of work in elementary schools so as to 
secure economy of time and effort and also successful 
administration is one of the greater problems in modern 
educational organization. The mastery of technique that 
the teacher possesses has much to do with the outcome of 
the endeavors that are made. Technique is acquired b}^ 
investigation, study and application until the habit the 
teacher desires to attain is developt. To meet these needs 
it becomes essential to train the power of initiativ of the 
manager and the instructor in all particulars that are 
essential to progress and improvement. Without this the 
personal characteristics that are absolutely essential to 
a teacher's capability may be marred by futil or extrava- 
gant endeavor and by reckless ignorance, thus depriving 
the children to be taught and to be trained of their right- 
iul inheritance to the qualifications demanded by this 
age of education and enlightenment. 

These lessons undertake the task of training the judg- 
ment and the comprehension thru definit exercises because 
il is recognized that thru the judgment being made ser- 
viceable and effectiv originality is born and initiativ 
becomes a possibility. Teachers, before all other persons, 
need to train themselves to think definitly, accurately 
and wisely because they should acquire the capability of 
refraining from expression of opinion or of assuming to 
teach the truth until they have fully investigated and 
have thought out the problem involved to the end. Their 
occupation compels them to attain the power of recog- 
nizing readily causes and results in order that they may 
see clearly the way in which these are related or united 
and thus discern the proper steps of instructing others. 



By so doing, time of teacher and pupils is saved, strength 
and energy is preserved and at the same time effort and 
opportunity are actually enlarged. The adoption of such 
a system of investigating the purpose, the methods of 
interpretation and the plans of school work is highly 
important to the improving teacher because such an appli- 
cation is salutary as an act and constructiv of power and 
efficiency as a result. For this object, the author applies 
systematic method to the branches to be taught in the 
elementary school, endeavoring thereby to prepare the 
student to better solve the daily problems that commonly 
confront the teacher, believing that anyone who does this 
work thoroly and successfully will develop nativ power 
to solve other difficult and unexpected problems as they 
may arise in experience. It is not claimed that there is 
but one good way to do these things and that the full 
mastery of this special way will give the greatest success, 
but it is claimed that the possession of the details of one 
excellent method of doing school work prepares a teacher 
to originate other ways thru the development of inde- 
pendent judgment and the mastery of skill in initiativ. 
The author of these pages knows from experience the 
problems involved and has given much time and study to 
the working out of these plans. Knowing the public 
schools from the standpoints of pupil and teacher, from 
the association with students preparing to teach and from 
the vision that is given by student work in secondary, 
collegiate and professional education, the author has, 
therefore, the competency to speak with authority con- 
cerning these phases of elementary instruction and this 
contribution to educational literature deserves a cordial 
and enthusiastic reception. 

HOMER H. SEERLEY, 
President Iowa State Normal School. 



CONTENTS 



Preface. 

Suggestions to Teachers. 

Introduction. 

Part I. Reading and Educational Value of 
Text Examination. 

I. Reading 17 

II. Questions on Reading 25 

III. Suggestions for the Study of Literary Selec- 

tions 30 

IV. Educational Value of Text Examination 32 

V. Outline for the Study of Texts of First, 

Second and Third Readers 34 

VI. Problems Which the First Grade Teacher has 

to Meet in Teaching Reading 41 

Problems That Confront the Second Grade 

Teacher in Reading 42 

Problems Before the Teacher of the Third 

Reader 43 

VII. Outline for the Study of Reading Texts from 

the Fourth Grade and Upwards 46 

VIII. Problems Before the Teacher of the Fourth 

Reader 55 

Problems Before the Teacher of the Fifth 

Reader 57 

IX. Review Questions on the Texts of Readers 

Examined 58 

Part II.— English. 

X. English 65 

XI. Questions on English 75 

XII. Outline for the Study of Texts in English 79 

XIII. Review Questions on English Texts Examined 87 

XIV. Problems That Confront the Teacher of 

Eno^lish 91 



Part III. — Arithmetic. 

XV. Arithmetic 95 

XVI. Questions on Number and Arithmetic 114 

XVII. Outline for the Study of Texts in Arith- 
metic 119 

XVIII. Review Questions on the Texts of Arith- 
metics Examined 128 

XIX. Problems Which Confront the Teacher in 

Teaching^ Arithmetic 133 



Part IV. — Geography. 

XX. Geography 137 

XXI. Questions on Geography 159 

XXII. Outline for the Study of Geographical 

Texts 165 

XXIII. Review Questions on Geographical Texts 

Examined 171 

XXIV. Problems AYhich Confront the Teacher of 

Geography 176 



Part v.— History. 

XXV. Questions on McMurry's Special Method 

in History 179 

XXVI. Outline for the Study of History Texts in 

the Grades 186 

XXVII. Review Questions on History Texts Exam- 
ined 195 

XXVIII. Problems Which Confront the Teacher of 

Historv in the Grades 198 



Part VI.— Spelling. 

XXIX. Spelling 203 

XXX. Questions on Spelling 216 

XXXI. Outline for the Study of Texts in Spelling. 220 
XXXII. Problems Which Confront the Teacher of 

Spelling 225 



Part VII. — Miscellaneous. 

XXXIII. Questions on Music 227 

XXXrV. Questions on Penmanship 232 

XXXV. Questions on Manual Training 237 

XXXVI. > Questions on the Five Formal Steps 242 

XXXVII. The Hectograph 246 

XXXVIII. Opening Exercises • 248 

XXXIX. Lists of Texts to be Examined 259 



PART I. READING AND EDUCATIONAL 
VALUE OF TEXT EXAMINATION 



CHAPTER I. 
READING. 



Importance of Reading. — Reading is of vital importance 

to the child because he must read intelligently in order to 
understand the various texts he will have to study. 

Value of Reading. — I. It is one of the earliest subjects 
to be studied by the average child, and the one which 
perhaps beyond all others is continued throughout life. 
II. Broad culture and wide information are gained by 
means of it. III. The man who is well read may become 
highly intelligent even if he has been deprived of school 
advantages. IV. One becomes acquainted with those 
who have penned masterly thoughts in all ages. 

The Natural Process. — The natural process by which 
the child learns to read is first, the object; second, the 
concept of the object; third, the name; fourth, the spoken 
word ; and fifth, the written word. 

Systems of Teaching Reading. — Some of the systems by 
w^hich the child learns to read are the Eclectic, the 
Sentence, the "Word and Sentence combined, the Ward 
Rational, the Aldine, and the Action system. Many oth- 
ers might be mentioned, but they are, as a rule, modifica- 
tions of these. 

Board Work. — A sufficient amount of board work, 
which may consist of sentences drawn from the child by 
skilful questioning, or those of the teacher's own con- 
struction, written upon the board to be read by the child, 
should precede the study of the text. The basis of board 
work may be those subjects which appeal most to the 
child's life and come closest to his experience, such as 



18 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

nature study, natural phenomena, stories of history, 
fables, myths, art, beginning- geography and manual train- 
ing. If well graded, intelligent board work is continued 
for four months, or even longer, it forms a fine founda- 
tion for the text. Board work may be made preparatory 
to the text by using such subjects as are included in the 
text which is to succeed, and by asking questions in such 
a manner that the child will unconsciously use the words 
of the text. Script should be used almost exclusively in 
this work. When it is time to make the transition to the 
text a few lessons may be given in which print is used 
and the most difficult words placed upon the board in 
script and print. 

Transition From Script to Print. — The ideal way to 
teach the child to read is when a subject has been finished 
by means of board work to arrange these same sentences 
logically, have them printed by means of the hectograph, 
mimeograph, typewriter, printing press, or cheapest of all, 
by hand, and placed in the child's hands to read. In 
many progressive schools, the printing press is owned by 
the board, and is used entirely to further the work of 
the school. There will be given a life and an interest to 
the recitation that cannot be obtained by giving the child 
the text to read, for these sentences are upon a subject 
in which he is vitally interested, they were formed by 
him or by some of his friends, and grew so naturally 
out of the work of the class that he seizes the connection 
between the spoken and printed thought as he cannot pos- 
sibly do when the board work is followed by the book. 
These sentences may eventually be bound together and 
thus teacher and pupil form their own text. This aids 
the child to make the transition readily, and this work 
is also furthered by seat work with the letters of the 
alphabet, by seeing the alphabet in large size located per- 



AND AIDS IN ELEMENTARY INSTRUCTION. IS 

manently in a conspicuous place in the room, and' by the 
teaching of phonics. 

Phonics. — The child should be taught phonics. 1. To 
enable him to discover new words for himself. 2. To 
prepare him to use the dictionary eventually. 3. To 
teach him to articulate distinctly. He should be taught 
phonics after he has learned from fifty to about two 
hundred words. 

Many valuable suggestions for teaching him phonics 
may be gained from Mrs. Pollard's Synthetic Manual, 
and also from the Ward System of teaching reading. 

Word Drills. — The word drills may be given in connec- 
tion with the board or reader work, and serve to help 
the child retain the word. 

Correlation. — Language, history, nature study, art and 
geography are some of the subjects with wiiich reading 
may be correlated to advantage. 

New Words. — One of the greatest hindrances in reading 
is the lack of the mastery of words, and much of the 
teacher's force in the early stages of the work must be 
put upon the mechanical process of fixing them in the 
child's mind. He should not be taught isolated lists, but 
should learn the new words as the need of them arises, 
since he grasps with greater force that for which he 
feels a present necessity. 

How to Teach Expression. — Another hindrance to good 
reading is lack of expression, and the teacher needs to 
work diligently to gain this from the child. The child 
copies in expression his elders w^ith whom he comes in 
contact, and that copy is often unnatural and artificial. 
The reading manner which should be cultivated is the 
animated, conversational one. If the child grasps the 
thought clearly, as may be ascertained by questioninj?, 
and reads with reasonably good expression, that should 
suffice. 



20 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

The child taught to read correctly by the word and sen- 
tence method has taken a long step towards good expres- 
sion. Some of the ways in which good expression may 
be gained are these: 

1. In the beginning work, require the child to glance 
at the sentence quickly and read without looking at the 
book. 

2. Have the lesson reproduced before any reading is 
attempted in class. 

3. Let the child assume a character in a dialogue. 

4. Allow him to read to the class a selection outside 
of the text, which particularly interests him. 

5. Let one child read while the others close books, 
those listening reproducing later. Sentiment is against 
the poor reader, because those hearing cannot grasp the 
thought readily. 

The teacher should rarely read the text for the child. 
He may show his ideal of good rendition by selections 
read at other times than during the reading period. His 
interpretation at such times should be as faithful and 
faultless as possible. If he is a poor reader it would be 
best to read but seldom before the school. An especially 
capable' pupil, who is able to hold the attention of the 
pupils, may read before the school, as this is an aid to 
the individual and an incentive to others. 

Faults in Reading. — Hesitation is often due to a lack 
of the mastery of words or of expression, showing the 
mechanical process has not been emphasized sufficiently. 
If the articulation is not distinct it may be because phonics 
was not well taught in the lower grades or because of 
impediment of speech. Drill may be given upon special 
sounds or words. Attention may be given to phonics in 
connection with the spelling lesson; or texts, arranged 
especially for teaching phonics to advanced pupils, may 



AND AIDS IN ELEMENTARY INSTRUCTION. 21 

be studied. The high-strained tone of voice often results 
from embarrassment, or from imitating artificial copies. 

The child should be taught that reading means repro- 
ducing the author's thought in a natural manner. 
Drawling may result from the lack of the mastery of 
words, and failure to grasp the thought. It is said that 
the pupil has a mental as well as a physical pace, but 
perhaps resort to more of the mechanical process may 
obviate this difficulty. 

Oral Reproduction as a Substitute for Oral Reading. — 
Since there may be much listlessness and inattention in 
the reading recitation, would it be a good plan to substi- 
tute a good deal of oral reproduction for oral reading? 
The child may be pronouncing the words distinctly and 
be giving fairly good expression while the tindercurrent 
of his thoughts is running in an entirelj^ different direc- 
tion. If he reads but once, in class, silently, for the first 
time, a selection he knows he may be required to produce 
orally, he will concentrate his attention in a manner which 
brooks no comparison with the attention he bestows upon 
oral reading. In reproducing, he must necessarily put 
the thought into his own words, and the effort in this 
case is vastly greater than the other. Most of the read- 
ing which the average child does is for the sake of getting 
the thought, while the one who reads orally is quite an 
exception. It would seem that even if an entire substi- 
tution is not made it would be a very valuable occasional 
exercise. If the pupil in studying finds a word he does 
not know the teacher may help him pronounce it or write 
it with mark and accent upon the board, erasing it as soon 
as the pupil has noted, so that the work may be individual. 

Why the Child Will Not Study His Reading Lesson.— 
The average child will not spend much time upon his 
reading lesson because : 



22 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

1. It doesn't interest him. 

2. He is not given something definite to do. 

3. He has studied reading ever since he started to 
school, and there is nothing particularly new. 

4. Of over-confidence in his ability to make a fairly 
creditable recitation in the average class, if he uses his 
wits well during the class period, without* making much 
previous preparation. 

5. Many pupils do not understand what an intensive 
study of the English language means. 

6. When the child has read the selection and grasped 
the thought he deems that sufficient. 

7. He knows that the work of the study period will 
not help him materially in the recitation. 

8. He has heard the book read so many times that all 
interest is gone. ^ 

The Study Period. — It is essential to plan with great 
care the work of the study period. In the lower grades 
it is necessary to give the child something in the line of 
written preparation to keep him fully employed at this 
time. In the upper grades, if the reading recitation is 
to profit the child, he must be given something definite 
to do that he will be interested in performing. 

Lessons in the Order of the Text. — In the lower grades 
it may be necessary to assign the lessons in order because 
of gradation, but in the upper grades some subjects may 
be far more interesting to the pupil at certain times and 
under existing conditions than at others, so these should 
be assigned as judgment dictates. 

Periodicals Instead of Readers. — If the right selections 
from the best periodicals are judiciously chosen thej^ may 
prove very interesting to the pupil. The material is fresh, 
and is what intelligent people are reading and discussing, 
and great interest may be awakened among the pupils. 



AND AIDS IN ELEMENTARY INSTRUCTION. 23 

Dramatization. — After a selection has been read and 
understood, if the child enjoys it, he may be allowed to 
dramatize it, thus making far more vivid and real the 
mind's impression. 

Use of the Dictionary and Encyclopedia. — The diction- 
ary and encyclopedia may add much interest to the read- 
ing lesson. The average child will, perhaps, not use it 
very intelligently before ten years of age. 

The Reading of Standard Authors. — The teacher may 
induce the child to read standard authors: 

1. By assigning interesting selections to be read from 
these authors. 

2. By being thoroughly interested in literature herself. 

3. By reading just enough at opening exercises to 
make the pupil eager to read more. 

A Desire for Reading Good Literature. — One of the 

finest deeds a teacher can perform for a pupil is to culti- 
vate in him the habit of reading good literature. The 
teacher may influence the pupil in choosing his library 
books, or in his home rea'ding. If she has a strong 
influence over her pupils, the mere mention of a book may 
make the pupil wish to read it. She may have a reading 
table containing choice books where pupils may read 
at intermissions. 

The Literary Atmosphere of a Home. — The literary 
atmosphere of a home is so far reaching in its influence 
that the teacher may well study closely to see how it w^as 
created. The current topics of the day are discussed. 
Geographical and historical references bearing upon them 
are looked up and read. If a war is in progress, a map 
is in an easily accessible place, and events are noted from 
day to day. A book is read and discussed in the family 
circle, and criticisms by able writers are noted. 



24 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

Moral Lessons. — The pupil prefers to discover the moral 
lesson for himself rather than have it forced upon him. 
Ask him his opinion of a character's action and as he 
approves or condemns he states what he would have 
done if placed in like circumstances, and thus he forms 
his standard of morality. 



AND AIDS IN ELEMENTARY INSTRUCTION. 25 

CHAPTER II. 
QUESTIONS ON READING. 

1. Why is reading of such importance to the pupil? 

2. Of what value is it to him? 

3. When begin to teach him reading? 

4. When cease? 

5. What is the natural process by which the child learns 

to read? 

6. What are some of the systems by which he learns to 

read? 

7. How is each of these systems taught? 

8. What are good books of reference on the subject of 

primary reading? 

9. What should precede the study of a reading text? 

10. What is meant by board work? 

11. What may be made its basis? 

12. How give a lesson in it? 

13. How long should.it be continued? 

14. Should script or print be used? 

15. How may board work be made preparatory to text? 

16. How is transition made from board work to text? 

17. By what means is script put into print? 

18. In what schools is the printing press used? 

19. Why is phonics taught? 

20. When teach phonics? 

21. How teach it? 

22. Why are word drills given? 

23. How may such drills be given? 

24. When should the child begin to use the text? 

25. AVhat are the titles of some of the best first readers ? 

26. With what subjects may reading be correlated? 



26 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

27. What hinders the child from being a good reader? 

28. How should new words be taught? 

29. Should isolated lists be taught? 

30. How gain expression from the child? 

31. Who are the child's copies in expression? 

32. What kind of reading manner do you wish to culti- 

vate in him? 

33. What degree of expression should be exacted of him? 

34. Should he imitate the teacher's reading? 

35. If not, how will he gain the teacher's idea of good 

reading? 

36. What should be the quality of the teacher's effort? 

37. If the teacher is a poor reader is it best for her to 

read before the school? 

38. Would you allow an especially capable pupil to read 

before the school? 

39. Of what value would it be? 

40. What are good selections to read to pupils? 

41. What causes the child to hesitate in reading? 

42. How overcome the habit of hesitation on pupil's part ? 

43. If phonics has been neglected in lower grades how 

may it be taught to advanced pupils? 

44. How may distinct articulation be secured? 

45. Why should the child articulate distinctly? 

46. What attention should be paid to the observance of 

punctuation marks? 

47. What causes the child to read in a high-strained tone 

of voice? 

48. How prevent him from reading in this manner? 

49. What makes him read in a sing-song tone? 

50. What may be done to prevent such a tone? 

51. What causes the child to read in a drawling tone ? 

52. How break the habit of drawling? 



AND AIDS IN ELEMENTARY INSTRUCTION. 27 

53. What are the advantages of concert recitation in 

reading? 

54. The disadvantages? 

55. Should there be oral reproduction as a substitute for 

oral reading? 

56. Which demands more effort from the child? 

57. How should new words be taught in this case? 

58. Why will not the average pupil spend nuich time on 

his study of the reading lesson? 

59. What are his difficulties in studying reading? 

60. What are his difficulties in reading in 4th, 5th, 6th, 

7th, 8th, 9th grades, and the High School? 

61. Why is it necessary to plan carefully for the work of 

the study period? 

62. What should the pupil be given for study period in 

4th, 5th, 6th, 7th, 8th, 9th, and High School 
grades? 

63. How assign a lesson to dift'erent grades? 

64. Should lessons be given in order of text book? 

65. What subjects are made the bases of readers? 

66. Which would be your choice? 

67. Should the pupil study thoroughly one reader in a 

grade or handle many texts? 

68. What is your opinion of using periodicals instead of 

texts? 

69. As supplementary to texts? 

70. How may newspapers be used, instead of readers? 

71. AYhat periodicals would you use? 

72. Should newspapers as reading matter be encouraged 

below fourth grade? 

73. Of what degree of difficulty should the supplement- 

ary reading be? 

74. What are some of the best supplementary books ? 

75. What is dramatization? 



28 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

76. What is its value? 

77. How often should it be used? 

78. What selections may be dramatized successfully? 

79. In what grades should the dictionary be used? 

80. In what grades the encyclopedia? 

81. Should spelling be taught in connection with reading 

lesson ? 

82. If so, why? 

83. In what grades? 

84. . What place on the program should the reading reci- 

tation occupy? 

85. How many periods a day should be devoted to it ? 

86. How much time should be spent in one recitation of 

4th, 5th, 6th, 7th, 8th, 9th and High School grades? 

87. How induce the child to read the works of standard 

authors ? 

88. How may the habit for good reading in after life be 

cultivated ? 

89. What bearing has the literary atmosphere at home, 

or lack of it, upon the child's power to interpret 
literature ? 

90. Who was reared in a literary atmosphere? 

91. How was this atmosphere created? 

92. How teach the moral lessons to be gained from the 

selection? 

93. What selections are suitable for High School classes ? 

94. How should a selection in such a grade be pre- 

sented? 

95. What difficulties beset the High School pupil in 

reading? 

96. How may reading reports be kept? 

97. What three selections are considered by some to be 

the finest in the English language? 



AND AIDS IN ELEMENTARY INSTRUCTION. 29 

98. What can the teacher do to influence the child's 

outside reading? 

99. What may be done to provide reading material for 

children outside of texts? 

100. What is meant by the spiral system in reading ? 

101. AVhy is reading so difficult a subject to teach? 

102. Is it possible to obtain from the pupil in the study 

of literature the same amount of concentrated 
effort exacted in a subject like mathematics or 
language ? 

103. Would it be possible for him to gain as much mental 

discipline from literature as from mathematics or 
the languages? 

104. What is the purpose of devices in reading? 

105. What are some good devices for teaching reading? 



30 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



CHAPTER III. 

SUGGESTIONS FOR THE STUDY OF LITERARY 
SELECTIONS. 

1. What is the purpose of such study ? 

a. To cultivate in the pupil a taste for the finest 
in literature. 

b. To instil in him 

1. Love for the highest and best. 

2. Noble thoughts. 

3. Patriotism. 

4. Courage. 

c. To aid in cultivating expression. 

If the pupil thinks clearly and feels deeply there will be 
no room for fear or self-consciousness, and expression will 
become a delight. 

2. The selection should be an example of the finest 
literature and the purest English. 

3. Author. 

a. Conditions under which the selection was 

written. 

b. Most notable works. 

c. Life. 

d. Rank as a writer. 

4. If the source of the plot of the selection is available, 
require the pupil to write upon this subject. 

a. Have the papers read aloud, discussed, and 
unnecessary parts eliminated. 

5. The historical or local setting should be noted. 

6. Any striking peculiarities of houses, buildings or 
gardens should be pointed out. 



AND AIDS IN ELEMENTARY INSTRUCTION. 31 

7. Note the central or main thought running through 
the selection. 

8. Have the selection read and viewed as a whole. 

9. Let the obscure phrases, passages and unusual or 
obsolete forms be found and explained. 

Note. — Do not analyze the selection until all life is 
taken out of it. 

10. Require the pupil to write a review of the selection. 

11. The pupil may write an analysis of the different 
characters portrayed. 

Note. — Nos. 10 and 11 should be the result of silent, 
independent study. 

12. Have the pupil commit and recite especially beau- 
tiful or strong passages. 

13. Let there be one recitation in which each pupil 
reads or recites a selection chosen by himself. 

14. If possible, encourage the pupils to dramatize the 
selection. This should come as the summing up of all 
experiences. 

a. The class may be divided into groups and each 

group may dramatize. 

b. After such action — 

1. Good things may be noted. 

2. Suggestions made. 

3. Criticisms offered. 

15. While scenery and costumes add greatly to the 
interest they are not essential. Leland T. Powers, Bertha 
Kunz Baker, Katherine Jewell and Katherine Oliver em- 
ploy neither of them. 

16. The child may be prepared to listen intelligently 
to some Shakespearian play or some entertainment of a 
high order to be presented in the place by fine actors. 

17. A Round Table may be conducted out of school 
hours and free discussions encouraged. 



32 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

CHAPTER IV. 

EDUCATIONAL VALUE OF TEXT EXAMINATION. 

It is believed that the critical examination of a few of 
the best texts will prove beneficial to the teacher, for the 
following reasons: 

1. It creates a standard by which the teacher is ena- 
bled to judge of and compare the superiority and inferior- 
ity of texts. 

2. A text enters so largely into the innermost intel- 
lectual life of the child and determines to such a degree 
the teacher's success that the examination of texts should 
render the important task of selecting less difficult. 

3. It gives a teacher the power to select personally 
and to give intelligent aid to those introducing new books 
to be used as texts or supplementary work. 

4. It teaches different views of master minds upon the 
presentation of subjects and the arrangement of material. 

5. By observing the views of different authors and 
gaining some idea of the wealth of material extant it 
gives a teacher a far broader scope and prevents narrow- 
mindedness. 

6. The examination of many texts upon the same sub- 
ject broadens the teacher's method of presenting any one 
text. 

7. It impowers the individual to know just where to 
find references and supplementary work not included in 
the text used. 

8. If a teacher masters a text thoroughly she will 
enjoy the book more fully, impart more valuable instruc- 
tion, and secure better work from the pupil. 



AND AIDS IN ELEMENTARY INSTRUCTION. 33 

9. If the teacher is thoroughly conversant with the 
author's vicAvs of a subject, she will use his material more 
intelligently. 

10. It enables one to select a book best suited to a 
particular purpose. 

11. By examining books according to the laboratory 
method, merits and demerits are more firmly fixed in the 
mind than by discussing facts concerning them and mem- 
orizing them. 

12. It will enable the teacher to determine which texts 
are too difficult for the pupil. 

13. It enables the teacher to see which is the most 
modern and up to date in its treatment. 

14. It brings before the teacher some of the best texts 
now published. 

15. It instructs how to master the problems with which 
a teacher has to contend. 

Because of the value of this work there will be found in 
this text an outline for the examination of First, Second 
and Third Readers, for the readers from the Fourth 
Grade and upwards, for texts in English, for Arithmetics 
and Geographies, Histories and Spellers. The first four 
points in the first outline, Cover, Author, Publisher, and 
Year Published, form the beginning of each succeeding 
outline, but are not repeated for the sake of brevity. 



34 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 



CHAPTER V. 

OUTLINE FOR THE STUDY OF TEXTS OF FIRST, 
SECOND AND THIRD READERS. 



I. Cover. 


a. 


Color? 


b. 


Design? 




1. Artistic? 




2. Conventionalized ? 


c. 


Appropriate ? 


d. 


Substantially bound ? 


II. Author. 


a. 


Name? 


b. 


Rank? 


III. Publisher. 


a. 


Name? 


b. 


Address? 


IV. Year Published. 


V. Preface. 


a. 


Number of pages? 


b. 


Comparative length? 


c. 


Main heads? 


d. 


Are they definitely brought out? 


e. 


Comprehensive ? 


f. 


Does it contain reasons why reading is taught ? 


g. 


Does it state the ends to be accomplished by 




the book? 


h. 


If a set is published, are the contents and pur- 




pose of each stated in any one of the series? 


i. 


Does it contain acknowledgment of aid? 


VI. Acknov/ledgment of permission to publish. 


a. 


Where found. 




1. Preface? 




2. Close of selection? 



AND AIDS IN ELEMENTARY INSTRUCTION. 35 

VII. Introduction. 

a. Comparative length? 

b. Acknowledgment of aid? 

VIII. Contents. 

a. Number of selections. 

1. Prose? 

2. Poetry? 

b. Title of selection included? 

c. Page where found? 

d. Name of author? 

e. Arrangement. 

1. According to page? 

2. According to author's work? 

3. Topical? 

f. Classified? 

IX. Suggestions to teachers. 

a. "Where found? 

b. Helpful? 

c. Sufficient number? 

X. Material of text. 

a. Which predominates. 

1. Prose— Why? 

2. Poetry— Why? 

b. Selections ? 

1. Nature study? 

2. Nature myths? 

3. Natural phenomena? 

4. Scientific ? 

5. Legends? 

6. Fables? 

7. Fairytales? 

8. Classical tales? 

9. Stories from noted authors abridged and 
adapted? 



3« A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



C. 



e. 



10. 


Child stories? i. e., those appealing to the 




experience and interest of childhood? 


11. 


Dialogues? 


12. 


History ? 


13. 


Biography ? 


14. 


Literary biography? 


15. 


Translations ? 


16. 


Poems ? 


17. 


Biblical selections? 


18. 


Selections pertaining to child life in 




other countries 




a. ''The Chinese Boy?" 




b. "In Japan?" 




c. "The Truthful Little Persian?" 


19. 


Folk-lore 




a. Old Irish? 




b. Spanish? 




c. Syrian ? 




d. "Hindu Fairy Tale?" 


If material is of a conglomerate nature, what 


subject predominates? 


Product 


1. 


Of writers of highest rank? 




a. What is the proportion of classics? 


2. 


Modern authors ranking well? 


Arrangement 


1. 


Prose and poetry interspersed ? 


2. 


Work of authors grouped? 


3. 


Kindred subjects grouped? 


4. 


Are subjects grouped because of the re- 




lation of thought? 


5. 


Logical ? 


6. 


Spiral? 



AND AIDS IN ELEMENTARY INSTRUCTION. 37 

f. Is it true to the instincts of childhood? 

g. Is book tinged with local coloring? 
h. Material used to fill in space 

1. Memory gems 

a. Poetry? 

b. Prose? 

2. Proverbs? 

3. Trite sayings? 

a. Which of these three predominates? 
i. Author's name at close of selection? 
j. Selections to be memorized 

a. Number? 

b. Kinds? 
k. Used as 

1. Text? 

2. Supplementary work? 

XI. Language exercises. 

a. Comparative number? 

b. Words for sentence making? 

c. Questions to be answered after the study of 

the picture? 

d. Copying of a letter and its reply? 

XII. Reviews. 

a. Comparative number? 

b. How often occur? 

c. Lesson headed, ''Review of difficult words?" 

XIII. Sight reading. 

a. How often found? 

b. New view of an old subject? 

XIV. Phonetic exercises. 

a. Comparative number? 

b. Phonetic chart? 

c. Phonetic drills? 

d. Sound table? 



38 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 



XV. 



e. Where found? 


1. 


Scattered through book? 


2. 


At close of text? 


Print. 




a. Size 




1. 


Large ? 


2. 


Small? 


3. 


Clear? 


4. 


Attractive ? 


5. 


Marked difference in tyi 



XVI. Quality of paper. 

a. Fine ? 

b. Medium ? 

c. Poor? 

XVII. Script. 

a. Capitals and small letters? 

b. Lesson with script and print alternating? 

c. To be copied? 

d. Entire lesson in script? 

(To familiarize child with reading writing.) 

e. Social letters printed in script? 

f. Where found. 

1. In front of text? 

2. At close? 

3. Scattered through? 

XVIII. Alphabet. 

a. Large and small letters 

1. In script? 

2. In print ? 

XIX. Arabic notation, 
a. Where found? 

XX. Definitions. 

a. ComparatiA^e number? 

b. Clear? 



AND AIDS IN ELEMENTARY INSTRUCTION. 39 

c. Comprehensive ? 

d. Of what consist 

1. Explanation of words? 

2. Resemblances to explanations? 

XXI. Illustrations. 

a. List of masterpieces and illustrations? 

1. Comparative length? 

2. Well paged? 

b. Number ? 

c. Quality 

1. Fine? 

2. Medium? 

3. Poor? 

d. Colored? 

e. Educative ? 

f. Portraits of authors? 

g. Reproductions of famous masterpieces? 
h. Of noted statuarj^? 

i. Historical? 

j. Artist mentioned? 

k. Purely decorative without reference to text? 

1. Drawn with few lines for pupil to copy? 

m. Where found 

1. On title page? 

2. On pages at beginning and close of book 
usually left blank? 

3. At beginning of lesson? 

4. Interspersed through the text? 
n. Head pieces 

1. Number? 

2. Quality? 
o. Tail pieces 

1. Number? 

2. Quality? 



40 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

XXII. Division into lessons. 

a. Well divided? 

b. Poorly divided? 

c. Practically no division made? 

XXIII. Grading of lessons. 

a. Well graded? 

b. Poorly graded? 

c. No attempt at gradation? 

XXIV. Word lists. 

a. Number of pages, if at close of book? 

b. Diacritically marked, accented and separated 

into syllables? 

c. Silent letters italicized? 

d. Correct pronunciation in parenthesis? 

e. Complete list of words in the reader ? 

f. Arranged according to their appearance in 

lessons ? 

g. Guide to pronunciation? 

h. List which every child should be able to spell? 
i. Where found 

1. At close of book? 

2. At beginning and close of selection? 

XXV. Degree of difficulty. 

a. Sufficiently difficult? 

b. Too difficult? 

c. Not difficult enough? 

XXVI. For what age? 

XXVII. For what grade? 

XXVIII. Favorable criticisms? 

XXIX. Unfavorable criticisms? 

XXX. Problems before the teacher? 

XXXI. Psychological aspect? 



AND AIDS IN ELEMENTARY INSTRUCTION. 41 



CHAPTER VI. 

PROBLEMS WHICH THE FIRST GRADE TEACHER 
HAS TO MEET IN TEACHING READING. 

1. How to lead the child to interpret language. 

2. To appreciate literature. 

3. To acquire a taste for it. 

4. To acquire an abiding love for it. 

5. To stimulate the child's imagination. 

6. To consider his interests. 

7. To deal with his activities and experiences. 

8. To use language that is easy, plain and natural. 

9. To teach the child to transpose print into script. 

10. To teach word mastery. 

11. To teach phonetics. 

12. To teach sight analysis. 

13. To grade the work carefully. 

14. To teach every form and variety of sentence com- 

mon to the child. 

15. To make the illustrations aid in the interpretation 

of the text. 

16. To provide enough seat-work of the right kind to 

keep the child employed duting the study period. 

17. To teach expression. 

18. To understand child nature. 

19. To correct w^rong ideas acquired at home. 

20. To convert parents to the method taught. 

21. To deal with different nationalities. 

22. To guide the child's activities carefully. 



42 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

PROBLEMS THAT CONFRONT THE SECOND GRADE 
TEACHER IN READING. 

1. How to approach the child through the sympathetic 

side. 

2. To aid him in understanding definitions. 

3. To teach him to give a definition of the new word 

in his own language. 

4. To use the new word in a sentence of his own con- 

struction. 

5. To reproduce the lesson in good English before any 

reading is done. 

6. To write the thought of the lesson in his own words. 

7. To write out questions upon paragraphs of the lesson. 

8. To answer in writing questions placed upon the 

board upon paragraphs of the lesson. 

9. To transpose poetry into prose. 

30. To continue the teaching of phonics in an interesting 
manner so that the child will be made independent 
in the discovery of new words. 

11. To make word drills interesting. 

12. To select the lessons appropriate to the season of 

the year. 

13. To select the lessons that will bear upon subjects of 

interest that may come into prominence suddenly. 

14. To correlate reading with other subjects. 

15. To teach the new words of the lesson. 

16. To lead the pupil to an ideal of the way in which 

the lesson should be read by other means than 
imitation. 

17. To suppress the conceit of the pupil who reads so 

well that the class is taught through his rendition. 

18. How much oral reproduction to substitute for oral 

reading. 

19. How to keep the attention of each member of the 



AND AIDS IN ELEMENTARY INSTRUCTION. 43 

class upon a paragraph while the slow pupil is 
reciting. 

PROBLEMS BEFORE THE TEACHER OF THE THIRD 
READER. 

1. How to lessen the mechanical process. 

2. To increase culture and information. 

3. To be exacting with the pupil with regard to 

a. Pose of body. 

b. Articulation. 
Pronunciation of words. 

c. Proper use of voice — pitch. 

rate, 
volume, 
quality, 
accent. 

d. The appreciation of the sentiment of the se- 

lection. 

e. Not condoning his mistakes. 

4. To provide supplementary reading. Some of the ways 

in which this may be done are as folloAvs: 

a. One child read while others listen and repro- 

duce. 

b. Cut up stories. 

c. Duplicate by means of the hectograph or mime- 

ograph. 
If free texts are used : 

d. Teachers in the same building may exchange 

books. 

e. Teachers in different buildings may exchange. 

f. Pupils may subscribe for a paper after text 

is completed. 

g. Paper may be used instead of a text. 

h. Teacher may write sections of a story upon 



44 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

the board at a time, the material being cov- 
ered by a curtain until the recitation period, 
i. Cheap but good classics may be used. 

1. Young Citizen — Mrs. Dr. Eastman. 

2. The Normal Instructor often contains 

extra leaflets for supplementary reading. 

3. Flanagan's leaflets. 

4. Suggestions for such lessons may be 

found in the Plan Book by Marion 
George. 

5. In the Elementary Teacher, published at 

Chicago University. 

5. To be certain that the child gets the thought — 

a. Have him give the meaning of the sentence or 

paragraph in his own v^ords. 

b. Write it in his own words. 

c. Use synonyms. 

d. Reproduce the selection orally. 

e. Put skeleton outline of selection on board. 

require pupil to complete it. 

f. Substitute equivalent adjectives for those used 

in the text. 

g. Substitute equivalent adverbs. 

h. Change statements into questions, 
i. Change questions into statements. 

6. To pronounce words correctly. 

7. To notice pauses. 

8. To recognize the charm of rythm and rhyme. 

9. To sympathize with the sentiment of the selection. 

10. To cultivate the reading habit in the child. 

11. To select from so much that is fine that which will 

make the child eager to read more. 

12. To communicate the enthusiasm for literature to 

pupils. 



AND AIDS IN ELEMENTARY INSTRUCTION. 45 

13. To make the language work grow out of and corre- 

late with the reading lessons in an interesting 
manner. 

14. To teach about authors in a way that will appeal to 

pupils of this grade. 



46 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 



CHAPTER VII. 

OUTLINE FOR THE STUDY OF READING TEXTS 
FROM THE FOURTH GRADE AND UPWARDS. 

V. Preface. 

a. Number of pages? 

b. Comparative length? 

c. Main heads? 

d. Are they definitely brought out? 

e. Comprehensive ? 

f. Does it contain reasons why reading is taught! 

g. Does it state the ends to be accomplished by 

the book? 

h. If a set is published, are the contents and pur- 
pose of each stated in any one of the series? 

i. Does it contain acknowledgment of aid? 

j. Does it contain names of critics? 

VI. Acknowledgment of permission to publish. 

Where found — 

a. Preface ? 

b. Close of selection? 

VII. Introduction. 

a. Comparative length? 

b. Acknowledgment of aid? 

c. Names of critics? 

VIII. Contents. 

a. Number of selections — 

1. Prose? 

2. Poetry? 

b. Titles of selections included? 
e. Pages where found? 



AND AIDS IN ELEMENTARY INSTRUCTION. 47 

d. Names of authors? 

e. Arrangement 

1. According to pages? 

2. According to author's work? 

3. Topical? 

4. Alphabetical? 

5. Logical? 

6. Varied? 

IX. Article on the reading lessons and its uses. 

X. List of authors and their selections. 

Alphabetically arranged? 
Length of list? 
Page indicated? 

XI. Suggestions to teachers. 

a. Comparative number? 

b. Sufficient number? 

c. Helpful? 

d. Is psychological view of reading presented? 

e. Where found? 

XII. Material of text. 

a. Which predominates 

1. Prose — why? 

2. Poetry— why? 

b. Prose selections 

1. Classical? 

2. Cutting from a standard work? 

3. Translation from a classic of a foreign 

language ? 

4. Historical? 

5. Oratorical? 

6. Biographical? 

7. Autobiographical? 

8. Philosophical? 

9. Didactic? 



4S A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

10. Biblical? 

11. Narrative? 

12. Descriptive ? 

13. Scientific ? 

14. Nature study? 

15. Eulogy? 

16. Legendary? 

17. Expository? 

18. Argumentative? 

19. Revery? 

20. Allegorical? 

21. Mythical? 

22. Humorous ? 

23. Essay? 

24. Pathetic? 

25. Address ? 

c. Poetical selections 

1. Dramatic? 

2. Sonnet? 

3. Biblical? 

4. Hymn ? 

5. Legend ? 

6. Historical ? 

7. Philosophical ? 

8. Patriotic? 

9. Elegy? 

10. Ode? 

11. Ballad? 

12. Lyric? 

13. Allegory? 

14. Dirge? 

15. Didactic? 

16. Nature study? 

17. Narrative ? 



AND AIDS IN ELEMENTARY INSTRUCTION. 49 

18. Pathetic? 

19. Temperance? 

20. Ordinary? 

d. If the material is of a conglomerate nature, 
what subject predominates? 

e. Product 

1. Of writers of highest rank? 

a. What is the proportion of classics? 

2. Of modern authors ranking well? 

f. Arrangement 

1. Prose and poetry interspersed? 

2. Work of authors grouped? 

3. Kindred subjects grouped? 

4. Are these grouped because of relation in 

thought? 

5. Logical? 

g. Is it true to the instincts of childhood? 
h. Sketches of authors' lives 

1. At beginning of selection? 

2. At close of selection? 

i. Is book tinged with local coloring? 
j. Prose quotations interpolated in finer print? 
Poetical quotations interpolated in finer print? 
k. Material used to fill in space 

1. Memory gems 

Poetry? 
Prose ? 

2. Proverbs ? 

3. Trite sayings? 

a. Which of these three predominates? 

4. Where found? 

a. Between table of contents and list 
of authors? 



50 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

b. On pages usually left blank at be- 
ginning and close of book? 
e. On title page? 

d. At beginning of selection? 

e. At close of selection? 

1. Author's name at close of selection? 

XIII. Explanatory notes. 

A. a. Comparative number? 

b. Lengthy ? 

c. Clear? 

d. Confusing ? 

e. In different type? 

B. Consist of what. 

1. Attempts to make clearer the material of 

text by statements called argument? 

2. Of long or short dissertations at back of 

book with page references? 

3. References to other selections of a similar 

nature (allusions) ? 

4. Title of selection from which cutting is 

made? 

C. Do they include brief notes of the author's life? 

D. "Where found 

a. At beginning of selection? 

b. At close of selection? 

XIV. Foot-notes. 

a. Translation of a sentence or phrase in foreign 
language ? 

b. Quotation bearing upon subject? 

c. Synonym for obsolete or unusual form? 

d. Definition of same? 

XV. Definitions. 

a. Comparative number? 

b. Lengthy? 



AND AIDS IN ELEMENTARY INSTRUCTION. 51 

c. Concisely worded? 

d. Clear? 

e. Of important words? 

f. Of non-important words? 

XVI. Suggestions to pupils. 

a. Many? b. Few? c. Helpful? d. Where found? 

XVII. Questions. 

a. Many? b. Few? c. Testing? d. Provoca- 
tive of thought? e. Logical sequence? 

XVIII. Key or guide to pronunciation? 

XIX. Lexicon or pronunciation of new and difficult 
words. 

a. Number of pages? 

b. Important? 

c. Non-important ? 

d. Difficult ? 

e. Obsolete ? 

f. Not in general use? 

g. Foreign language ? 

h. Diacritically marked? 

i. Definitions in same list? 

j. Authorities for pronunciation? 

XX. Division into lessons. 

a. Well divided? 

b. Poorly divided? 

c. Practically no division made? 

XXI. Grading of lessons. 

a. Well graded? 

b. Poorly graded? 

c. No attempt at gradation? 

XXII. Illustrations. 

a. Number? 

b. List of masterpieces and illustrations? 



52 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 





1. Length? 




2. Well paged? 


c. 


Quality 




1. Fine? 




2. Medium ? 




3. Poor? 


d. 


Educative ? 


e. 


Portraits of authors? 


f. 


Reproductions of noted pictures? 


g. 


Illustrations of noted statuary? 


h. 


Source given? 


i. 


Purely decorative without reference to text? 


0- 


Historical ? 


k. 


Two or three grouped? 


1. 


Where found 




1. On pages at beginning and close of book 




usually left blank? 




2. At beginning of lesson? 




3. Interspersed through the text? 


m. 


Head pieces 




1. Number? 




2. Quality? 


n. 


Tail pieces 




1. Number? 




2. Quality? 


XXIII. 


Print. 


a. 


Size? 




1. Large ? 




2. Small? . 




3. Marked difference in type ? 


b. 


Clear? 


c. 


Attractive ? 


XXIV. 


Quality of paper. 


a. 


Fine? 



AND AIDS IN ELEMENTARY INSTRUCTION. 53 



b. 


Medium ? 


c. 


Poor? 


XXV. Lists of new and difficult words? 


a. 


Number of pages, if at close of book? 


b. 


Diacritieally marked, accented and separated 




into syllables? 


c. 


Correct pronunciation in italics? 


d. 


Words and definitions combined? 


e. 


Notes for study, including lists of words, defini- 




tions and explanatory notes or suggestive 




questions ? 


f. 


AYhere found 




1. At close of book? 




2. At beginning of selection? 




3. At close? 


XXVI. 


Index of writers. 


a. 


Name ? 


b. 


Date of birth and death? 


c. 


Titles of selections? 


d. 


Page whereon found? 


XXVII. 


Titles of books that should be in the library. 


XXVIII. 


Difficulty. 


a. 


Sufficiently difficult? 


b. 


Too difficult? 


c. 


Not difficult enough? 


XXIX. 


Used. 


a. 


As text? 


b. 


As supplementary work? 


XXX. 


Index. 


a. 


Number of pages? 


b. 


Alphabetically arranged ? 


XXXI. 


For what age? 


XXXII. 


For what grade? 



54 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

XXXIII. Favorable criticisms? 

XXXIV. Unfavorable criticisms? 

XXXV. Problems before the teacher? 

XXXVI. Psychological aspect of reading? 



AND AIDS IN ELEMENTARY INSTRUCTION. 55 



CHAPTER VIII. 

PROBLEMS BEFORE THE TEACHER OF THE 
FOURTH READER. 

1. To see that the foundation is well laid, e. g., that 

the pupil is able to pronounce words. 

2. To remedy the foundation if it has not been well 

laid. 

3. To incite the pupil to wish to continue the habit of 

word mastery. 

4. To see that practise does not intensify bad habits. 

5. That the pupil does not read indifferently. 

6. That he does not read superficially. 

7. To lead him to a proper method of study. 

8. To touch the fundamental elements in criticizing. 

9. To teach the essential facts of rhetoric. 

10. To cultivate in the pupil the selective sense, to make 

him analytic. To invest him with the power of 
true interpretation. 

11. To see that the selection is truly written, that the 

truth of beauty is one with the beauty of truth. 

12. To see if it is correctly written. 

13. If it is beautifully written. To appreciate the deli- 

cate sensitive touches. 

14. To lead the pupil to see that the clearness of truth 

is emphasized by the beauty of truth; i. e., to ap- 
preciate poetry. 

15. To see that the pupil now reads for culture and for 

knowledge. 

16. To see that the basis of artistic reading is laid by 

having the poems committed to memory. 

17. That the reading of the pupil is an increasing source 

of pleasure and profit. 



56 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

18. To lead the pupil to enjoy the glory of the English 

language, its stately grandeur and its matchless 
beauty. 

19. To help reveal to him the beauty and strength of 

the language. 

20. To cultivate in him the culture insight. 

21. To see that he brings the experiences of his own life. 

to bear upon the experiences portrayed by another. 
To show the relations of things. 

22. To connect facts of life and facts presented in 

selection. 

23. To lead the pupil to find as much of his own experi- 

ences as possible in the selections. 

24. To see that observation and reflection follow. 

25. That the pupil grows into a reflective and moral 

being. 

26. That interest, power to think, and ethical results 

are attained. 

27. That aesthetic results are achieved. 

28. To select the stanza imparting the greatest pleasure 

and the highest degree of beauty. 

29. To point out the line or phrase or word that is 

appropriately or beautifully used. 

30. To leave the pupil free to give expression to his own 

choice. 

31. To lead him to give reasons for his choice. 

32. To keep him from blindly imitating your reading. 

33. To create in him ideals from which to judge. 

34. To see that he comprehends the notes for study, 

whether explanations or suggestions. 

35. Slight interest (at least) in the author, as shown by 

the insertion of several poetical selections. 

36. How to so plan the work that the pupil will study 

with any degree of effort the Fourth Reader. 



AND AIDS IN ELEMENTARY INSTRUCTION. 57 

37. To adapt the teaching so as to hold the interest and 
attention of the three classes of pupils — excellent, 
medium and poor. 

PROBLEMS BEFORE THE TEACHER OF THE 
FIFTH READER. 

1. To incite the pupil to read widely and thoughtfully. 

2. To acquaint him with the scope of our literature. 

3. To create proper standards of taste. 

4. To create a desire to re-read fine literature. 

5. To fully appreciate the old in literature. 

6. To aid in judging the present day literary work. 

7. To aid him in deriving keen pleasure from a stately 

selection. 

8. To lead him to master literary interpretation. 

9. To help him to feel keenly and comprehend vividly 

the purport of language. 

10. To see that reading forms the mind. 

11. To train the imagination. 

12. To inculcate love of country and the institutions of 

the people. 
1-3. To see that the pupil thinks closely. 

14. What standard treatises to place before him. 

15. To contrive a way to make biography interesting. 

16. To build character. 



58 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



CHAPTER IX. 

REVIEW QUESTIONS ON THE TEXTS OF READERS 
EXAMINED. 

1. Which has the most attractive cover? 

2. Which the least attractive? 

3. Which the longest preface? 

4. Which the shortest? 

5. Which the most inspiring one"? 

6. Which the most psychological? 

7. Which gives six important features concerning the 

quality of the literary selections? 

8. Which sets forth the predominating characteristic of 

the contents in four books of the set ? 

9. Which state the principles of teaching reading? 

10. Which in your judgment is best? 

11. Which contain acknowledgment of permission to 

publish ? 

12. Which contain acknowledgment of aid? 

13. Which contain the names of critics? 

14. Which has an introduction? 

15. Which has a classified table of contents? 

16. Which has the best table of contents? 

17. Which have suggestions to teachers? 

18. In which are the suggestions to teachers especially 

pedagogical? 

19. Which treats of faults teachers should seek to correct 

in the child? 

20. Which has the best suggestions to teachers? 

21. Which have suggestions to pupils? 

22. In which does prose predominate? 

23. In which poetry? 



i 



AND AIDS IN ELEMENTARY INSTRUCTION. 59 

24. In which are prose and poetry interspersed? 

25. In which is the w^ork of authors grouped? 

26. In which are subjects having the same ethical motive 

grouped ? 

27. Which have an index of writers? 

28. Which has an index of writers and their works ? 

29. Which have the author's name in connection with 

the selection? 

30. In which are sketches of the authors' lives found? 

31. Which contain authors of the highest rank? 

32. Which contain the most classical selections? 

33. Which publishes complete selections in order not to 

encourage scrappy reading? 

34. Which is constructed according to the culture epoch 

theory ? 

35. Which set seeks to appeal to the interest of the child 

at his special stage of development? 

36. In which are types presented? 

37. In which is the language used that of children in 

conversation ? 

38. Which contains Mother Goose Rhymes? 

39. Which first readers contain script? 

40. Which first readers have the lessons numbered? 

41. Which texts have material used to fill in space? 

42. In which is there printed a suitable selection inside 

the cover? 

43. In which are the memory" gems especially fine? 

44. Which correlates language lessons with reading? 

45. Which correlates geography with reading? 

46. Which correlates history Avith reading? 

47. Which contains historical and biographical stories 

that later will correlate with other studies? 

48. Which plans to supplement the text with outside 

reading on the same topic? 



60 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

49. Which contains a model for the study of a poetical 

masterpiece ? 

50. Which have references to other selections of a similar 

nature ? 

51. In which is the material such as to create interest? 

52. In which is it sufficiently difficult? 

53. In which is it too difficult? 

54. In which is it not difficult enough? 

55. Which seem best adapted to the grade for which 

they are intended? 

56. Which exemplify the spiral system? 

57. Which has explanatory notes? 

58. Which have foot notes? 

59. Which has the best definitions? 

60. Which have questions? 

61. Which have testing questions? 

62. Which have those provocative of thought? 

63. AVhich have a key or guide to pronunciation? 

64. AVhich have lists of new and difficult words? 

65. AVhich have a lexicon or pronouncing vocabulary? 

66. AVhich have the lessons well divided? 

67. AVhich poorly divided? 

68. AVhich make no division into lessons? 

69. AVhich have the lessons well graded? 

70. Poorly graded? 

71. AVhich make practically no attempt at gradation? 

72. In which are there lists of illustrations? 

73. AVhich has a list of artists and their most famous 

productions ? 

74. In which are there illustrations on the title page? 

75. AA^hich has colored illustrations in books of the 

lower grades? 

76. Of the upper grades? 

77. AA'hich has famous stories told entirely by pictures? 



AND AIDS IN ELEMENTARY INSTRUCTION. 61 

78. Which has the finest illustrations? 

79. "Which the poorest ? 

80. In which are they purely decorative? 

81. Which has the best portraits of authors? 

82. Which have historical illustrations? 

83. In which are two or three pictures grouped? 

84. In which are there headpieces? 

85. In which tailpieces? 

86. Which have great difference in type? 

87. In which is the print small? 

88. In which is it most attractive? 

89. In which is it clearest? 

90. Which have the best quality of paper? 

91. In which do the lessons not begin at the top of the 

page? 

92. Which has the best index? 

93. Which have a list of books that ought to be in the 

library ? 

94. What style of literature predominates in Brum- 

baugh's Standard First Reader? 

95. In the First Reader in the Stepping Stones to Liter- 

ature ? 

96. In Book One in Lights to Literature? 

97. In the First Reader in the Progressive Course in 

Reading? 

98. In the First Book in the graded Literature Readers ? 

99. In Jones' First Reader? 

100. In the First Year of School Reading by Grades? 

101. In Book I. of Heart of Oak Books? 

102. In Heath's First Reader? 

103. In the First Year Language Reader? 

104. In Brumbaugh's Standard Second Reader? 

105. In the Second Reader of Stepping Stones to Litera- 

ture? 



62 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

106. In Book Two of Lights to Literature? 

107. In the Second Book of the Progressive Course in 

Reading? 

108. In the Second Book of the Graded Literature 

Eeaders ? 

109. In Jones' Second Reader? 

110. In the Second Year of School Reading by Grades? 

111. In Book II. of Heart of Oak Books? 

112. In Heath's Second Reader? 

113. In the Second Year Language Reader? 

114. In Brumbaugh's Standard Third Reader? 

115. In the Third Reader of Stepping Stones to Liter- 

ature ? 

116. In the Third Reader of Lights to Literature? 

117. In the Third Book of the Progressive Course in 

Reading? 

118. In the Third Book of Graded Literature Readers? 

119. In Jones' Third Reader? 

120. In the Third Year of School Reading by Grades? 

121. In Book III. of Heart of Oak Books? 

122. In Heath's Third Reader? 

123. In the Third Year Language Reader? 

124. In Brumbaugh's Standard Fourth Reader? 

125. In the Fourth Reader of Stepping Stones to Liter- 

ature ? 

126. In the Fourth Reader of Lights to Literature? 

127. In the Fourth Book of the Progressive Course in 

Reading? 

128. In the Fourth Book of Graded Literature Readers? 

129. In Jones' Fourth Reader? 

130. In the Fourth Year of School Reading by Grades? 

131. In Book IV. of Heart of Oak Books? 

132. In Heath's Fourth Reader? 

133. In the Fourth Year Language Reader? 



AND AIDS IN ELEMENTARY INSTRUCTION. 63 

134. In Brumbaugh's Standard Fifth Reader? 

135. In a Reader for Fifth Grades in Stepping Stones to 

Literature ? 

136. In the Fifth Reader of Lights to Literature? 

137. In the Fifth Book of the Progressive Course in 

Reading ? 

138. In the Fifth Book of Graded Literature Readers? 

139. In Jones' Fifth Reader? 

140. In the Fifth Year of School Reading by Grades? 

141. In Book V. of Heart of Oak Books? 

142. In Heath's Fifth Reader? 

143. In the Fifth Year Language Reader? 

144. In a Reader for Sixth Grades in Stepping Stones 

to Literature? 

145. In the Sixth Book of Graded Literature Readers? 

146. In the Sixth Year of Baldwin's Readers? 

147. In Book VI. of Heart of Oak Books? 

148. In Heath's Sixth Reader? 

149. In the Sixth Year Language Reader? 

150. In a Reader for SeA^enth Grades in Stepping Stones 

to Literature? 

151. In the Seventh Book of Graded Literature Readers? 

152. In Book VII. of Heart of Oak Books? 

153. In a Reader for Higher Grades in Stepping Stones 

to Literature? 

154. In the Eighth Book of Graded Literature Readers? 

155. In the Eighth Year of Baldwin's Standard Readers? 



PART IL— ENGLISH. 



CHAPTER X. 
ENGLISH. 



Definition of Language Study. — Language study 
teaches a child the correct use of the mother tongue in 
speaking and writing. It is preparatory to grammar and 
in one sense is grammar, but is not so called because 
the latter is much more technical and because to many 
a child the word grammar suggests a study to be dreaded 
because of its difficulty. 

When Teach Language. — As soon as the child enters 
school, language may be taught by means of conversa- 
tional lessons upon subjects that are familiar and inter- 
esting. 

The Basis of Language Study. — Nature study, litera- 
ture, including English and foreign classics, history, art, 
including masterpieces in sculpture and painting, and 
geography, may be made the basis of language study. 

Correlation of Language with Other Studies. — The con- 
nection between language and reading is very close. 

Language may also be correlated with nature study, 
geography, drawing and manual training. If the general 
lessons are made interesting, language lessons will easily 
grow out of them. 

A Separate Period for Language. — Each lesson should 
be a language lesson in the sense that the child's mistakes 
in speaking and writing should be corrected, but it is 
also well to have a period set apart which should be dis- 
tinctively a language recitation. 

Reproduction of Stories. — The oral reproduction of 



66 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

stories may begin in the first grade and increase in diffi- 
culty as the child advances and is able to reproduce them 
in written form. 

When Use the Text? — When the child is able to read 
understandingly and gain information from the book he 
may use a language text. This would probably occur 
in the third grade. 

Technical Grammar in the Language Book. — While 
technical grammar should not predominate in the lan- 
guage book, a limited amount may appear therein prepar- 
atory to the intensive study of grammar. 

Value of Language Study. — It teaches the child — 

I. To speak and write correctly. 

II. To be more fluent in expression. 
III. To enlarge his vocabulary. 

When Begin the Study of Grammar? — At one time it 
was thought that v/hen the child was able to read for 
information, which would be about the third grade, he 
was ready to begin the serious study of such texts as 
arithmetic, geography and grammar, but riper judgment 
decrees that he shall not begin until the sixth or seventh 
grades, or even later. 

Why Study Grammar? — I. Perhaps the best and most 
forceful reason that may be virged is that the child may 
be prepared to understand thoroughly English literature. 

II. Whitney says: ''We study grammar that we may 
correctly, accurately and quickly determine all the 
thought in the English sentence and see every shade of 
meaning." 

III. The intensive study of grammar should lead the 
pu])il to improve the structure of his own sentences. 

IV. An able authority states that grammar is one of 
the best subjects that can be studied for developing the 
reasoning power. 



AND AIDS IN ELEMENTARY INSTRUCTION. 67 

V. It produces swift, accurate, logical and independent 
thinking. 

VI. It creates for the pupil a standard by which to 
correct his own speech. 

VII. It places before him reasons for the standard 
given. 

Does Grammar Exercise the Reasoning Faculty? — If 
grammar is taught correctly it does exercise the reasoning 
faculty to a marked degree. The judgment called for in 
analyzing and in deciding what part of speech a word 
is, often calls forth very deep reasoning on the child's 
part. 

The Thought Relations of Words. — This signifies the 
relation which one word bears to another in the sentence. 
The relation of subject and predicate, of the modifiers of 
each, and of phrases and clauses, are included under this. 

The Place Relation of Words. — This signifies simply the 
place or space which a word occupies in the sentence. 

Is Grammar a Thought or a Fact Study? — Many 
teachers have required the pupil to spend the major part 
of his time studying facts, memorizing rules and defini- 
tions and have called that grammar. 

If grammar is properly taught it should be made em- 
phatically a close study of thought relations. 

To interpret other studies the pupil needs to see the 
thought relations existing between words and he can be 
led to see these relations through the study of grammar, 
which is an intense thought study when presented as it 
should be. In fact, an eminent authority has said that 
in all probability it is more of a thought study than arith- 
metic. 

The training that comes from the study of grammar is 
invaluable, since if the mind is rightlj^ developed it m.ay 
lead to the study of logic. 



68 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

How Grammar May be Made an Intensive Study. — It is 
essential that there should be formal drill in the parts 
of speech and their uses, but if grammar is to be made 
such a delight to the pupil as to become one of his most 
fascinating studies, the connection between it and litera- 
ture must be a vital one. 

If sentences, different from those found in the grammar, 
are placed upon the board for study, if the child is made 
to see that he is studying books rather than texts and 
above all if he studies beautiful and uplifting thoughts 
clothed in words of beauty, the study of grammar may 
appeal to him in an altogether different light from that 
in which it ordinarily does. 

Is Grammar an Inductive or Deductive Study? — As 

ordinarily considered, it is a deductive study, but its 
effects are far more beneficial when considered induc- 
tively. 

The ordinary grammar a few years ago was arranged 
on this wise: 

1. The definition. 

2. The illustration. 

3. Sentences for practice usually formed according to 
the same model. 

The modern method is : 

1. Questions that will lead the pupil to formulate the 
definition. 

2. The definition. 

3. Illustration. 

4. Sentences for practice which are interesting, varied, 
and such as demand thought from the pupil. 

If the sentences are to demand deep thought on the 
pupil's part, they must be varied. There may be enough 
sentences to illustrate the special case, but there should 



AND AIDS IN ELEMENTARY INSTRUCTION. 69 

be also sentences of kinds previously studied to call forth 
studious effort. 

These sentences may be taken from history and litera- 
ture, as is customary in the German schools, and be such 
as will impart information. 

How Insure Correct Speech? — While it would seem 
plausible that the child who has always been surrounded 
by people speaking correct English would be more likely 
to use it himself, this does not follow by any means, nor 
does it follow that a thorough knowledge of grammar 
will secure correct speech. 

In the case where parents do not use correct English 
we cannot be certain that example, instruction or knowl- 
edge of principles and rules will avail, for it is said that 
''the parents' example will often set to naught the teach- 
er's example." 

How Interest the Child in Using Correct Speech. — 

1. By placing before him a fine model. 

2. By bringing to his notice literary productions of a 
high order that interest him. 

3. By criticising his mistakes so tactfully that he will 
not be discouraged, but will be incited to greater effort. 

4. By impersonal criticism of mistakes made in cur- 
rent conversation. 

5. By appealing to the child's desire to use correct 
English because it is the standard of the educated. 

Why a Teacher Should Have Command of Good English. 

— To be a good conversationalist means not simply to be 
voluble, but to speak to the point, without repetition, in 
few and choice words. 

The ambitious teacher should have within herself the 
desire to use the purest English possible because it is the 
standard of education. 



70 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

It is of special advantage to the teacher to have a 
good command of language, because : 

1. Of necessity the average teacher is forced to talk 
the major part of the time each school day from nine 
o'clock until four. 

2. Whether she wills it or not, whether her English is 
good or poor, whether she uses slang or not, she will be 
copied by the pupils. 

3. She commands more respect from her pupils if she 
speaks correctly, since it is the insignia of a good edu- 
cation. 

4. She may aid in enlarging the pupil's vocabulary. 

5. She must know English well in order to criticise 
adequately the oral and written work of the pupil. 

6. She needs to : 

a. Question skillfully. 

b. Explain clearly. 

c. Illustrate forcibly. 

d. Describe vividly. 

e. Draw distinctions closely. 

f. Convince thoroughly in argument. 

7. She must lead the pupil skillfully to formulate rules 
and definitions. 

8. She must use good English if she wishes to give 
pleasure and make lasting impressions upon those with 
whom she comes in contact. 

Correction of Errors in Expression. — It is well to have 
definite exercises for the correction of errors in expres- 
sion, either selected by the teacher from the conversation 
of the pupils, or by the pupils from expressions which 
reach their ears. If these are corrected orall}?-, in an 
impersonal manner, as it is perfectly easy to do, it may 
prove of great value because grammatical knowdedge 
may be as firmly fixed in this way as in any other. If 



AND AIDS IX ELEMENTARY INSTRUCTION. 71 

the models placed before the child in speaking and writ- 
ing are correct, it vrould 8i?em that his tendency would 
be to speak and write correctly himself. For this reason, 
wliile the oral correction of sentences may prove bene- 
ficial, incorrectly written sentences should be placed 
before the child but seldom, and then only when his habits 
of expression are practically formed. 

Why the Child Dislikes Grammar. — The child dislikes 
grammar because : 

1. He does not understand it. 

2. It is not made interesting to him. 

3. It is not well taught. 

4. He does not see what good it will do him. 

In other words, there is not the proper connection made 
between the study of grammar and his life. It is the 
experience of many a pupil that after a foreign language, 
such as Latin, with its intricate constructions and inten- 
sive work in grammar has been studied, English gram- 
mar, which heretofore had been a closed book, became 
suddenly capable of being understood and enjoyed. 

5. Parents do not always see the necessity for it. 

6. The teacher has required the child to memorize 
rules and definitions and has called that grammar, when 
it is only an infinitesimal part of it. 

7. The tradition is handed down from class to class 
and from pupil to pupil that it is ''hard" and therefore 
to be dreaded. 

The Complaint of the High School Teacher of English. 
— The high school teacher of English complains that the 
child is not properly grounded in the rudiments of gram- 
mar, and that the grade teacher has not done her work 
with sufficient thoroughness so that he has an adequate 
foundation for high school work. 

Parts of speech, which may be called the substantial 



72 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

of grammar, should be learned in the grades so that they 
will not be forgotten. The child should understand 
especially the active and passive verbs and know how 
to use them. He should be taught to separate the essen- 
tials from the non-essentials. If the high school and the 
grade teacher should visit each other and compare notes, 
and if the pupil be allowed to use his grammar in the 
high school to consult it occasionally and thereby refresh 
his memory, there might be less complaint made by the 
high school teacher. 

The Use of Dictionary and Encyclopedia. — If the pupil 
is required to consult the dictionary and encyclopedia 
for the better understanding of a word, phrase or sen- 
tence, it would make him consider the thought relations, 
broaden his study of grammar and create in him the 
studious habit of going to the foundation of matters. 

Why the Pupil Tires of the Written Exercise.— The 
pupil tires of the written exercise because : 

1. The oral work requires so much less downright 
drudgery than the written work, and the average pupil 
does not like to delve. 

2. He is required to produce so many written exercises. 

3. He is not given interesting subjects to write upon. 

4. Often the written exercise isn't handed in, he is 
not required to make a recitation upon it in class, no 
reference is made to it, or comments offered upon it, and 
no incentive to his ambition is offered in having his 
work compared with that of others. 

5. Of its unvaried monotony. 

Formulating the Definition. — It is difficult to formulate 
a definition, for it is a generalization of what has pre- 
ceded, and in making it, the essentials must be included 
and the non-essentials excluded. 



AND AIDS IN ELEMENTARY INSTRUCTION. 73 

The delfinition should be clearly worded and should 
contain the choicest words to express the exact thought. 

The pupil should be led step by step, as is the custom 
in the German schools, to formulate the definition himself, 
because : 

1. It is by this means that he is taught to reason in- 
ductively. 

2. His self-activity is aroused to a high degree, since 
to form the generalization well means a decided advance 
in thinking. 

3. He will remember the definition longer if he for- 
mulates it himself, for if the exact words are forgotten 
and he has the idea, he can repeat the process of reason- 
ing and reform it at will. 

Diagramming. — If the pupil uses the diagram simply 
as a means to an end, and diagrammed to obtain a mental 
picture of the relations of words in the sentence as a 
foundation for better analysis, it would undoubtedly be 
of value to him. 

It may serve as a device to help the teacher, since in a 
large class she can see at rapid glance just how each pupil 
regards the sentence under consideration. A few of the 
reasons why it does not seem desirable to diagram are : 

1. The place instead of the thought relations of words 
are emphasized. 

2. A pupil who is able to diagram a sentence may be 
unable to analyze. 

3. It may be so used as to be a positive hindrance to 
further advancement, for many a pupil stops short at 
diagramming, feeling that his work is completed when 
that is accomplished, when in truth he is just at the point 
where the intricate work of analysis should begin. 



74 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

4. Attention is focused upon forming and placing the 
lines and writing the words upon the lines rather than 
upon the thought of the sentence. 

The Dread of Composition. — The average child dreads 
composing, because: 

1. He is not familiar with the subject upon which he 
is to write. 

2. He is not interested in it. 

3. It is beyond his capacity. 

4. He was not properly trained in writing in the lower 
grades. 



AND AIDS IN ELEMENTARY INSTRUCTION. 75 

CHAPTER XI. 
QUESTIONS ON ENGLISH. 

1. What is language study? 

2. To what is it preparatory? 

3. Why is it not called beginning grammar? 

•4. What is the difference between language and 
grammar? 

5. When begin to teach language? 

6. When cease? 

7. What may be made the basis of language study? 

8. With what studies may language be correlated? 

9. How correlated with these? 

10. How may language lessons grow out of general 
lessons ? 

11. Should there be a separate recitation for language ? 

12. Should every lesson be a language lesson? 

13. In what grade should reproduction stories be used? 

14. When is the best time for the language recitation? 

15. What are good texts in language ? 

16. When should the child begin to use the text book 
in language? 

17. Should the language book contain technical gram- 
mar? 

18. What should the study of language do for the 
child? 

19. When begin the study of grammar? 

20. Why study grammar? 

21. Does it exercise the reasoning faculty? 

22. What part of reason requires the greatest sagac- 
ity? 



76 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

23. How is grammar peculiarly fitted to train the 
powers of observation? 

24. What is meant by the place relation of words? 

25. "What is meant by the thought relation? 

26. Is grammar a thought or a fact study? 

27. How does it compare with history, geography and 
psychology as a thought study? 

28. Of what value are the facts of grammar? 

29. What is the difference between a content and a 
form study? 

30. Should formal drill in the parts of speech and 
their uses predominate, or should there be a vital connec- 
tion between literature and grammar? 

31. What are the studies immediately succeeding 
grammar ? 

32. To what does the study of grammar lead? 

33. Is grammar an inductive or deductive study? 

34. What is meant by the spiral system in grammar? 

35. What are good texts to use in grammar? 

36. Will the child who has always been surrounded 
by people speaking correctly, use correct English? 

37. Is he more likely to do so? 

38. What is true of the parents' example? 

39. Does a thorough knowledge of grammar insure 
correct speech? 

40. Why? 

41. How would you interest the child in using good 
English? 

42. How may the habits of incorrect speech be over- 
come? 

43. Why should a teacher especially have command of 
good English? 

44. Should the teacher use slang? 



AND AIDS IN ELEMENTARY INSTRUCTION. 77 

45. What is the value of grammar as a corrective 
discipline ? 

46. Should there be definite exercises for the correc- 
tion of errors in expression? 

47. Should they be made up? 

48. Should they be selected from the daily world of 
the pupils? 

49. How can mistakes be corrected best? 

50. What is the value of this exercise? 

51. Does it deprive the technical grammar recitation 
of any time ? 

52. Should incorrectly written sentences be placed 
before the child for correction? 

53. At what age is it safe? 

54. Why does the child dislike grammar? 

55. What aid does the study of a foreign language 
render here? 

56. What should the child's knowledge of grammar 
be when he enters the high school? 

57. Should grammar be studied in the high school? 

58. Of what does the high school teacher of English 
complain ? 

59. What use should be made of the dictionary? 

60. Of the encyclopedia? 

61. Why does the child tire of the written exercise? 

62. In what ways may the written exercise be varied? 

63. What subjects may be suggested to the pupil upon 
which to write? 

64. Would you ask for written work you do not 
expect to examine? 

65. To which should the most time be given: 

1. To the analysis of sentences? 

2. To the classification and modification of the 

parts of speech? 



78 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

66. Why should analysis stand at the beginning of 
any logical grammar? 

67. Why is it difficult to formulate a definition? 

68. Who should formulate the definitions? 

69. Why? 

70. Of what value is the formulation of the definition? 

71. By whom are they formulated in the German 
schools ? 

72. What kind of reasoning is taught by formulating 
the definition? 

73. What is meant by nomenclature? 

74. Should the pupil diagram? 

75. Of what value is it? 

76. What are the arguments against it? 

77. What are the difficult subjects in tne study of 
grammar ? 

78. Of what did the method in the ordinary grammar 
consist a few years ago? 

79. What is the modern method? 

80. How often should the child be given a lesson in 
letter writing? 

81. What may be made the subject of letters? 

82. How may this exercise be varied? 

83. Why does the average pupil dread composition? 

84. How can the pupil be induced to think deeply? 

85. Could grammar be made of as much disciplinary 
value as arithmetic or the languages? 

86. What is the principal disciplinary value of gram- 
mar ? 

87. What are good devices in grammar? 



AND AIDS IN ELEMENTARY INSTRUCTION. 79 

CHAPTER XII. 
OUTLINE FOR THE STUDY OF TEXTS IN ENGLISH. 

V. Preface 

a. Number of pages? 

b. Comparative length? 
e. Main heads? 

d. Are they definitely brought out? 

e. Comprehensive ? 

f. Purpose of book stated? 

g. Clearly set forth? 

h. Names of critics given? 
i. Acknowledgment of aid? 

VI. Acknowledgment of permission to publish? 

Where found 

a. Preface ? 

b. Close of selection? 

VII. Article on the English Language? 

VIII. Development of the English Language? 

IX. Elements of English Grammar? 

X. Introduction. 

a. Length? 

b. Main theme? 

XI. Contents. 

a. Comparative length? 

b. Number of lessons? 

c. Divided. into parts? 

d. Chapter indicated? 

e. Page indicated? 

XII. List of Authors. 

a. Where found? 

b. Authors of highest rank? 

c. Modern authors ranking well? 



80 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

XIII. Suggestions to Teachers. 

a. Where found? 

b. Helpful? 

c. Sufficient number? 

XIV. Suggestions to Pupils. 

a. Comparative number? 

b. Helpful? 

c. Practical ? 

d. Where found? 

XV. Material of Text. 

1. Upon what based? 

a. Nature study? 

b. Classics? 

c. Fine literary selections ? 

d. Facts of history? 

e. Poems? 

f. Occupations of men? 

g. Fables ? 

2. Examination of text. 

a. Inductive ? 

b. Deductive ? 

c. Logically arranged? 

d. Has emphasis been laid on the thought rela- 
tions of words? 

e. Is it practical? 

f. Does it refer to the every-day life and thought 

of boys and girls? 

g. Any very lengthy selections? 

3. Arrangement of material? 

a. Logical sequence? 

b. Kindred subjects grouped? 

c. Lessons of same nature interspersed through 

text? 



AND AIDS IN ELEMENTARY INSTRUCTION. 81 



4. 



5. 



6. 



7. 



d. 


Topical? 


e. 


Spiral? 


Story. 


a. 


Begun? 


b. 


Unfinished? 


c. 


For paragraph revision ? 


d. 


From pictures? 


e. 


From topical outline ? 


f. 


From brief hints? 


Composition. 


a. 


Number of lessons on this subject? 


b. 


How fully treated? 


c. 


What subjects treated? 


d. 


What classics does it contain? 


Letter writing. 


a. 


Number of lessons on this subject? 


b. 


How fully treated? 


c. 


Section upon letter writing? 


d. 


Parts of a letter defined? 


e. 


Letter forms? 


f. 


Letters of friendship? 


g- 


Business forms? 


h. 


Business transactions? 


i. 


Invitations ? 


.i- 


Keplies? 


k. 


Telegrams ? 


Study of 


a. 


A word picture? 


b. 


Meaning of words? 


c. 


Quotations ? 


Exercises. 


a. 


Comparative number ? 


b. 


How often found? 


c. 


Where found? 



82 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

d. Oral? 

e. Written? 

f. Dictation? 

g. In composition? 

h. In copying sentences and filling blanks? 
i. For finding different forms? 
j. Which kind predominates? 

9. Miscellaneous. 

a. Biographies of famous painters? 

b. Selections to be committed to memory? 

c. Descriptions? 

d. Article on the nature of ideas? 

e. Article on the nature of thoughts? 

f. Turning sentences into other forms? 

g. Grouping? 
h. Synonyms ? 
i. Proverbs ? 

j. Strictly grammatical? 

10. Are models or patterns provided in sufficient 
quantity ? 

a. Of declension? 

b. Of conjugation? 

c. Of expression? 

d. Of correct forms? 

11. What kind of lessons predominate in the book? 

12. Which predominates (1) prose? (2) poetry? 

13. Is there too much sameness to the lessons? 

14. Are chapters well numbered in blacker type? 

15. Are main heads well brought out? 
XVI. Rules. 

a. Comparative number? 

b. How developed? 

c. After development are they grouped? 

d. In blacker type? 



AND AIDS IN ELEMENTARY INSTRUCTION. 83 

e. In italicized print? 

f. Where found? 

XVII. Definitions. 

a. Comparative number? 

b. How reached (1) inductively? (2) deductively? 

c. Entire wording in blacker type? 

d. Clear? 

e. Comprehensive? 

f. In italicized type? 

g. Principal word italicized? 

h. In which part of the book most prominent? 

XVIII. Principles. 

a. Comparative number? 

b. How reached 

1. Inductively? 

2. Deductively? 

c. Clear? 

d. Definite? 

XIX. Questions. 

a. Comparative number? 

b. How often found? 

c. Testing? 

d. Provocative of thought? 

e. Logical sequence? 

f. Are questions asked for teachers' aid an- 
swered ? 

XX. Reviews. 

a. Simply drills upon what has been previously 
gone over? 

b. A new view of an old subject? 

c. Frequent ? 

d. How often occur? 

e. Contain important features? 

f. Non-important features? 



84 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



XXI. Summaries. 



a. Comparative number? 

b. Contain essentials ? 

c. Non-essentials ? 



XXII. Explanations. 


a. 


Comparative number? 


b. 


Lengthy ? 


c. 


Short? 


d. 


Clear? 


e. 


Confusing? 


f. 


Adequate ? 


XXIII. 


Pronunciation of difficult words. 


a. 


Number of pages? 


b. 


Important ? 


c. 


Non-important ? 


d. 


Diacritically marked? 


e. 


Separated? 


f. 


Accented? 


g- 


Where found? 


XXIV. 


Devices. 


a. 


Comparative number? 


b. 


Varied? 


c. 


Practical? 


d. 


Where found? 



XXV. Nomenclature. 

a. Universally intelligible? 

b. Of long-continued usage ? 

c. Technical? 

d. Substitutes ? 

e. Unusual terms? 

XXVI. References to the Dictionary. 

a. Comparative number? 



AND AIDS IN ELEMENTARY INSTRUCTION. 85 

XXVII. Division into lessons. 

a. Well divided? 

b. Poorly divided? 

XXVIII. Grading of lessons. 

a. Well graded? 

b. Poorly graded? 

XXIX. Illustrations. 

a. List of illustrations? 

b. Number? 

c. Quality— (1) Fine? (2) Medium? (3) Poor? 

d. Educative ? 

e. Purely decorative without special reference to 

text? 

f. Copies of old masters? 

g. Copies of famous modern pictures? 
h. Source given? 

i. Portraits of authors? 

j. Full of suggestion? 

k. Do they suggest movement or action? 

1. Continuous or progressive pictures? 

m. Where found 

1. At beginning of lesson? 

2. Grouped at close of book? 

XXX. Peculiar use of words and phrases? 

XXXI. How words have grown? 

XXXII. Prefixes and suffixes? 

XXXIII. Root words? 

XXXIV. Seat-work? 

XXXV. Appendix, a. Length? b. Of what consist? 

XXXVI. Index. 

a. Well arranged? 

b. Alphabetical order? 

c. Arranged for correlation? 

d. Important subjects worked out fully? 



A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



XXXVII. For what age? 

XXXVIII. For what grade? 

XXXIX. Unusual features of book? 
XL. Favorable criticisms? 
XLI. Unfavorable criticisms? 
XLII. Problems before the teacher? 
XLIII. Psychological aspect? 



AND AIDS IX ELEMENTARY INSTRUCTION. 87 



CHAPTER XIII. 

REVIEW QUESTIONS ON ENGLISH TEXTS 
EXAMINED. 

1. AYliieh acknowledge permission to publish? 

2. "Which acknowledge aid? 

3. Which devotes a special topic to the English lan- 

guage or to the development of it? 

4. "Which has the best introduction? 

5. Which has the best table of contents? 

6. WTiich are based upon nature study? 

7. What text bases the study of grammar upon fine lit- 

erary selections? 

8. Which strive to correlate grammar and literature? 

9. Which contain fine literary selections? 

10. Which contain information even in the shorter 

sentences? 

11. Which contain short quotations from the master- 

pieces? 

12. Which contain the names of authors in connection 

with the selections? 

13. In which does prose predominate? 

14. In which poetry? 

15. Which are treated inductively? 

16. Which deductively? 

17. Which is the most logically arranged? 

18. In which has emphasis been laid on the inner content 

of language? 

19. Which has studies for thought analysis? 

20. Which contain lessons of practical value in life? 

21. Wliich has comparatively long selections? 



88 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

22. Which are constructed on the topical plan? 

23. Which on the spiral plan? 

24. Which has the best suggestions to teachers? 

25. Which has the best suggestions to pupils? 

26. In which are fables found? 

27. Which contain story work? 

28. Which contains the best exposition of letter- writing? 

29. Which has the study of a word picture? 

30. Which contain the most varied exercises? 

31. Which has the best exercises for composition? 

32. Which contain the best models? 

33. Which contain few rules? 

34. Which have the best rules? 

35. In which are they scattered throughout the text? 

36. W^hich have them grouped at close of text? 

37. Which contain the best definitions? 

38. In which are they grouped? 

39. Which have the best principles? 

40. Which has many questions? 

41. Which has few? 

42. Which contain testing questions? 

43. Which contain those provocative of thought? 

44. Which contain frequent reviews? 

45. Which present reviews in a new light? 

46. Which have summaries? 

47. Which has the best summaries? 

48. Which contain the best explanations? 

49. In which are the difficult words pronounced? 

50. In which are many devices found? 

51. Which has the most varied nomenclature? 

52. Which contain selections to be committed to mem- 

ory? 

53. Which strive to conform to ordinary usage in the 

matter of technical terms ? 



AND AIDS IN ELEMENTARY INSTRUCTION. 89 

54. "Which has a list of illustrations? 

55. AYhich have pictures that are educative because they 

illustrate the subject? 

56. Which contain progressive pictures — one growing 

out of another? 

57. Which language books contain pictures that suggest 

movement and action? 

58. Which have copies of famous masterpieces? 

59. Which has the finest illustrations? 

60. In which are there biographies of famous painters? 

61. Which has the best appendix? 

62. Which has the best index? 

63. Which have important subjects worked out fully in 

the index? 

64. AYhich have an index of authors? 

65. AYhich state the grades in which it is to be used? 

66. In w^hich are there references to other books? 

67. AA^hich contain references to the dictionary? 
6S. AA^hich contain errors to be corrected? 

69. AA'hich emphasize the use of the diagram? 

70. In which is there a brief statement of the purpose 

before each section of the book? 

71. Which contain sufficient supplementary material? 

72. Upon what is the elements of English grammar by 

Brown & De Garmo based? 

73. Upon what is De Garmo 's Language Lessons, Book 

L, based? 

74. Upon what is De Garmo 's Lessons, Book II., based? 

75. Upon what is the Mother Tongue, Book I., based? 

76. Upon what is the Mother Tongue, Book II., based? 

77. Upon what is Gordy & Mead's Language Lessons 

based? 

78. Upon Avhat is Gordy & Mead's Grammar Lessons 

based? 



90 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

79. Upon what is Foundation Lessons in English, by 

Woodley & Woodley, based? 

80. Upon what is Foundation Lessons in English Lan- 

guage and Grammar, by Woodley & Carpenter, 
based? 

81. Upon what is New Lessons in Language, by South- 

worth, based? 

82. Upon what is English Grammar and Composition, 

by Southworth, based? 

83. Upon what is the Webster-Coo] ey Language Series, 

Book L, based? 

84. Upon what is the Webster-Cooley Language Lessons 

and Elementary Composition based? 

85. Upon what is Lyte's Elementary English based? 

86. Upon what is Lyte's Elements of Grammar and Com- 

position based? 

87. Upon what is Lyte's Advanced Grammar and Com- 

position based? 

88. Upon what is Reed & Kellogg 's Graded Lessons in 

English based? 

89. Upon what is Reed & Kellogg 's Higher Lessons in 

English based? 



AND AIDS IN ELEMENTARY INSTRUCTION. 91 



CHAPTER XIV. 

PROBLEMS THAT CONFRONT THE TEACHER OF 
ENGLISH. 

1. To make the study of grammar a fascinating study. 

2. To emphasize the 'thought" rather than the ''place 

relation" of words. 

3. To teach the pupil that there is a vital connection 

between grammar and literature. 

4. To lead him to a more thorough understanding of 

literature. 

5. To teach him to delight in fine literature through 

the study of grammar. 

6. To prepare him for the better comprehension of 

literature by thought analysis. 

7. To lead him to study books rather than texts. 

8. To teach him to view language as a form or symbol 

used for the expression of thoughts. 

9. To teach him that definitions and rules aid in the 

expression of thought. 

10. To emphasize the essentials. 

11. To interest the pupil in subjects too often ignored, 

e.g., 

The nature of language. 

Its relation to thought and style. 

Processes which affect its growth and decay. 

The province of grammar. 

The relation of grammar to usage. 

12. How to lead the pupil to a clear understanding of 

difficult points in grammar. 

13. To be able to explain clearly. 



92 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

14. To lead the pupil to understand the principles of 

grammar. 

15. To aid him in formulating definitions. 

16. To teach him to analyze. 

17. To provide sufficient material for analysis. 

18. To teach the pupil that diagramming does not neces- 

sarily mean analyzing. 

19. To develop the pupil's reasoning power. 

20. To teach him to reason inductively. 

21. To cultivate in him the power of discrimination. 

22. How to teach composition work effectively. 

23. To lead the pupil to progress constantly in com- 

posing. 

24. To lead him to discuss informally. 

25. To teach him to speak correctly and to express him- 

self fluently. 

26. How to correct errors in speech most efficiently and 

tactfully. 

27. To lead the pupil to correct his own mistakes in 

English. 

28. To provide abundant material for supplementary 

exercises not all of the same kind and requiring 
but little effort. 

29. To present to the pupil for exercises beautiful 

thoughts clothed in words of beauty. 

30. How to lead him to be self-active in this subject. 

31. To teach him to select his own material for exer- 

cises outside of the text. 

32. To teach him to use the dictionary and encyclopedia 

in connection with the study. 

33. To decide which exercises to omit. 

34. How to present reviews in a new light. 

35. How to teach the spiral system. 

36. How best to divide lengthy chapters. 



AND AIDS IN ELEMENTARY INSTRUCTION. 93 

37. How to supplement the few questions found in some 

texts. 

38. How to cover the ground required in a stated period. 

39. How to plan the work that it will demand deep 

thinking on the pupil's part. 

40. How to make grammar a disciplinary study. 



PART III.— ARITHMETIC 



CHAPTER XY. 
ARITHMETIC. 

When Begin the Study of Number. — It is customary 
to teach the child number as soon as he enters school, 
because of public sentiment. 

If this subject should be postponed and he should be 
given work preparatory to, and along the same line as 
number to develop his mind until he had been in school 
for a while, he would probably gain an advantage, for 
he would be better able to use his reason and judgment 
later and would doubtless be as far advanced in the end 
as if he had studied number from the beginning of his 
school life. 

The Use of Objects. — Objects should be used to teach 
the beginning lessons in number. 

They should not be of such a nature as to attract atten- 
tion to themselves, but such as would make number rela- 
tions more clearly understood. 

The uncolored, one-inch cube is the best for class work 
because : 

1. It is of convenient size for the child to handle. 

2. It is the standard of measure. 

Uncolored shoe pegs may be used for seat work. 
What Teach the Child the First Year, Second Year and 
Third Year. — Some teachers would teach from 
1 to 10 the first year. 
10 to 20 the second year. 
20 to 100 the third vear. 



96 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

Others would teach from 

1 to 10 the first year. 

10 to 100 the second year. 

100 to 1,000 the third year, so as to emphasize the 
decimal feature. 

D. E. Smith would teach 

1 to 12 inclusive the first year. 

1 to 1,000 the second year. 

1 to 10,000 the third year. 

This occurs in his ''Course of study prepared after a 
long and careful study of the best courses that are at 
present in use in the educational centers of the United 
States. ' ' 

When Use the Book? — When the child is able to handle 
the book intelligently and gain information from the 
printed page, which would be about the third grade, he 
should use a text in arithmetic. 

One authority says, by the middle of his second school 
year, he can use the text. 

Synthesis. — The word synthesis is derived from two 
Greek words and means to put together. 

Synthesis includes addition and multiplication. 

Analysis. — The word analysis is also derived from two 
Greek words and signifies to unloose or take apart. 

Subtraction and division are included under analysis. 

The Incidental Teaching of Arithmetic. — By the inci- 
dental teaching of arithmetic is meant that no separate 
recitation period is given to the subject of arithmetic, 
but that whenever a subject under discussion will permit 
of an arithmetical trend, the teacher plans beforehand, 
with the greatest care, to give it one. 

When a principle is once brought up, it is to be taught 
with the thoroughness that it would receive if it was con- 
sidered in the period set apart for arithmetic. 



AND AIDS IN ELEMENTARY INSTRUCTION. 97 

Accidental Teaching. — The accidental teaching of arith- 
metic means that no period is set apart for arithmetic, 
and the teacher does not plan to give the subject an arith- 
metical turn, but if a pupil asks a ciuestion pertaining to 
arithmetic, the teacher, in answer, teaches the subject, 
whatever it may be, thoroughly and well. 

The difficulty in this case is, that if the pupils do not 
chance to ask mathematical Cjuestions the subject of arith- 
metic is almost altogether slighted. 

"While good results might be obtained by incidental 
teaching in the hands of a skillful worker, the outcome 
of accidental teaching would be neither particularly bene- 
ficial nor practical. 

"With What Subjects Might Arithmetic be Correlated if 
Taught Incidentally? — Arithmetic might be correlated 
with geography, reading, history, drawing, manual train- 
ing, language and nature study. 

The Educational Value of Arithmetic. — White says: 

The chief aim of training in arithmetic from the first, 
should be to impart rapidity and accuracy in all processes. 

It should give a clear grasp of number relations. 

Jackman says: 

Arithmetic gives accuracy, exactness and vividness to 
ideas. 

It renders hazy notions clear. 

It evolves the definite from the indefinite. 

Roark says: 

Arithmetic cultivates originality and precision of 
thought. 

It teaches exactness in analysis. 

It teaches quickness and correctness in the manipula- 
tion of figures. 

It teaches increased neatness of written work done 
according to prescribed forms. (A matter of sufficient 



98 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

importance to justify far more attention than it usually 
receives.) 

Fitch says: 

Arithmetic is a discipline in closeness and continuity 
of thought. 

It teaches the child to think consecutively, closely and 
logically. 

It serves as a training in elementary logic. 

It teaches rapidity. 

It teaches concentration of effort. 

Alger says: 

The purpose of arithmetic is to enable the child to 
understand the meaning of life's problems through: 

First. Sense experiences. 

Second. By suggestion through the use of the funda- 
mental processes. 

It cultivates the ability to determine the quantitative 
relations of facts, not only in connection with business, 
but with all the facts of that description with which the 
mind has to do. 

In Actual Life Why Do We Need Arithmetic? — Each 

individual needs it in obtaining commodities. 

Unquestionably the business man needs it. 

The householder needs it in carrying on his occupation 
in life, whatever that may be, in caring for his family 
and providing for his household and in all his financial 
relations. 

The housewife needs it in purchasing her supplies, in 
dealing with those whom she may employ, her servant, 
her seamstress, in her social relations and in keeping her 
personal accounts. 

"Culture Value" of Arithmetic. — By ''culture value" 
is meant that knowledge which broadens the pupil and 



AND AIDS IX ELEMENTARY INSTRUCTION. 99 

makes him a more intelligent human being and a more 
useful citizen. 

Literature, history, geography and similar subjects im- 
part culture value by broadening and developing the 
pupil in innumerable ways. 

So much of life is concerned with the relation which 
man bears to man that such subjects as these give the 
pupil the necessary understanding of them. 

Undoubtedly arithmetic broadens and develops the 
pupil, but it is questionable whether it does to the same 
degree that the above-mentioned subjects do. 

Arithmetic is simply a means to an end. The pupil 
understands certain subjects in literature, history and 
geography better, because of his knowledge of arithmetic. 

He needs arithmetic to solve the problems his other 
experiences bring up. 

It has its place, but some authorities feel that too promi- 
nent a position has been given to it in our -curriculum in 
the past. When one employs his leisure hours with a 
book, it is the rare individual who studies arithmetic as 
a diversion. When man meets man in discussion, unless 
it be a purely business engagement, the topics under dis- 
cussion would, under ordinary circumstances, be current 
affairs in country, state or town, or some leading article 
or book lately published. 

Arithmetic might also be called the middle-man. lie is 
essential and yet we use him as a medium to understand 
other things. 

Which Instill into Pupils — What Arithmetic is or What 
It Will Do?— Most decidedly the latter. Arithmetic is a 
worker and a servant, we need to use him for the purpose 
of discovering something that will serve our ends in some 
way. 



100 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

Facts or Processes? — Such a subject as addition or 
interest should be considered finished when the pupil 
knows the facts which may be obtained by means of the 
process, rather than when he has simply mastered the 
process. 

The process is necessary, for the problem cannot be per- 
formed without it, but the fact is the essential thing to be 
sought. The process is just a crutch to lean upon to find 
out the fact. 

If A owes you $736 and B owes you $897 your interest 
is to know the amount of the indebtedness of both to you. 

Page after page in the arithmetic has been consumed 
with the process. If more of the problems with which 
the process is concerned, should be given it might be 
made more of a thought and less of a mechanical study. 

Of What Value is it to First Solve Problems by Indicat- 
ing a Number of Operations and Then to Perform the 
Operations Indicated Afterwards? — It is of the greatest 
value, for this is the work that demands the child's great- 
est self -activity and his highest thought power; the rest 
is simply a mechanical process which anyone who has a 
knowledge of the fundamentals can perform. 

Should the Pupil be Stimulated to Further Investiga- 
tion? — Most emphatically. This would be one of the 
surest ways of interesting him in the subject of arithmetic. 

It would make him see the connection between arith- 
metic and the facts of his life in a very satisfactory way 
and might serve to broaden his knowledge of the manifold 
phases of life with which he comes in contact. 

The material which the book contains is a task set him 
by others. The problem which he originates is a self- 
imposed task, one always performed more willingly than 
that imposed by another. 



AND AIDS IN ELEMENTARY INSTRUCTION. 101 

Perhaps the highest office a teacher can render a pupil 
is to so direct his self-activity that he may become an 
originator, a discoverer, a producer, and surely investiga- 
tion would be a step in this direction. 

Problems concerned with the price of a plot of ground, 
e. g.. the public park situated in the heart of the town, 
valued at thousands of dollars, even though land is of 
average cost, would make the child appreciate the city's 
sacrifice for the sake of ministering in comfort and beauty 
to its inhabitants. 

If he forms problems with regard to a public building 
under construction, the architect's plans, the wood, stone, 
iron work, plumbing, and decorations, it would make him 
appreciate such a building as he could not otherwise. 

Problems concerning the cost of the steamer he saw 
launched, of the cargo it would carry, and of the amount 
it would make per season, would broaden and interest 
him. 

Topical System. — The topical system in arithmetic sig- 
nifies that Avhen a subject is considered, it is exhaustively 
treated and may perhaps not be referred to again in the 
text. 

Extreme Spiral System. — The extreme spiral system 
indicates that a subject is considered only partially and 
recurs at regular intervals with a slight review and the 
addition of new and more difficult matter, until completed. 

Modified Spiral. — The modified spiral differs only 
slightly from the extreme in that the subject recurs at 
irregular instead of regular intervals until completed. 

The Natural Order of Gaining a Knowledge of Forms 
and Processes. — The natural order in which the mind 
gains a knowledge of forms and processes and uses them 
in practical experience is: 



102 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

1. Simple numbers or integers. 

2. Common fractions. 

3. Decimals. 

4. Percentage. 

5. Applications of percentage. 

The Storage Theory. — The storage theory means to 
teach the child such subjects as stocks and bonds for 
which he will have no immediate use, in the thought that 
some day it may be necessary for him to know about them. 

This causes the child to study subjects which are not 
at all within the range of his experience, which do not 
interest him, which he does not use now, which there is 
a bare possibility of his using years hence or which he 
may never use. 

It is not to be wondered at if he seeks outside aid or 
approaches such a subject in a half-hearted, perfunctory 
manner. 

The Present Use Theory. — The advocates of the present 
use theory urge the teaching of such subjects in arithmetic 
as the pupil needs to comprehend those things with wiiich 
he is brought in contact at the present time. 

It is believed that if he needs to use in later life some 
neglected phase of arithmetic, he will be able to master 
it with much more concentration of mind and to much 
more purpose because there is urgent necessity to put it 
into immediate practice. 

It is thought that the power of concentration gained 
from the studies he has pursued will enable him to accom- 
plish this. If the pupil knew that in a specified time he 
would be obliged to teach the very subject in which he 
had been a pupil, he would bend his energies upon it with 
an entirely different spirit from what he would if he 
thought there was simply a possibility of teaching it 



AND AIDS IN ELEMENTARY INSTRUCTION. 103 

some indefinite time in the future. A mature man, with 
a family depending upon him, employed in a lumber camp, 
was informed that he could occupy a higher position if 
he had a knowledge of a certain mathematical subject. 
He devoted himself with all the power accumulated 
through years of life and experience to the study of this 
subject, conquered it cpickly, for he felt the pressing 
need of it, and assumed the higher position creditably 
to himself and with profit to his employers. 

What Kind of Problems Should the Book Contain?— The 
problems should be such as will develop and broaden the 
child's mind and yet give him sufficient practice in the 
necessary principles of arithmetic. 

Catch Problems. — There is a notable absence of catch 
problems in some of the newer and later texts. 

As a rule, there is no practical connection between prob- 
lems of such a nature and the child's life, and there seems 
to be no special reason why he should solve them except 
that a certain kind of exhilaration comes from conquering 
a difficulty. 

The Formation of Rules. — The child himself, with the 
necessary aid of the teacher, should formulate the rules, 
for it teaches him to reason inductively. It is a more 
inductive way of teaching to so arrange the text that the 
rules are not the prominent feature but are either grouped 
at the close or omitted altogether. 

Some of the best authorities say that the important 
thing is that the operation be performed correctly, it 
matters but little whether the rule is known or not. 

Why No Rules? — In the report of the Committee of Ten, 
page 105, it reads: ''So far as possible, rules should be 
derived inductively instead of being stated dogmatically. 
In this system the rules will come at the end, rather than 
at the beginning of a subject." 



104 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

Colonel Parker once prophesied that the time would 
come when there would be an arithmetic containing 
neither rules nor definitions, and it would seem as if the 
modern trend of thought was tending that way. 

Why No Definitions in Some Arithmetics? — Definitions 
are not so prominent in some of the newer as in the older 
texts, and some contain no definitions whatever. 

White says: "There should be only a few definitions 
and these should be taught inductively." 

Should There be a Set Form for the Analysis of a 
Problem? — Time was when the teacher gave a set form 
for the analysis of a problem and required the child to 
repeat it verbatim et literatim, the class also often reciting 
it in concert. 

Today it suffices if the child below the fifth grade can 
give in his own words, an intelligent enough reason why 
he did thus and so, in order that the teacher may be satis- 
fied that he understands it. 

Beyond this grade the teacher may require more accu- 
rate work in analysis if she so chooses. 

The Solution of Problems Without Performing the 
Operations. — Solving a problem without performing the 
operation is of great value to the pupil, for when this 
is done, the hard work, namely, the planning of the pro- 
cess, which necessitates far greater brain power than 
performing the operation, is completed. 

What remains to do is only the mechanical part which 
even the unskilled can perform and implies simply a 
mastery of the fundamental operations. 

The indication of operations is of aid to the teacher, 
for it is a good proof of the pupil's skill and proficiency. 

Should the Metric System be Taught?— Certainly the 
metric system should be taught, for it is the one employed 



AND AIDS IX ELEMENTARY IXSTRUCTIOX. 105 

by scientists. If it was used all over the world it would 
simplify matters, especiall}^ in transactions between 
nations. 

The pupil can comprehend the measurement of small 
quantities better by this sj^stem than by others. 

The number ten which is employed so frequently in the 
metric system is easy for the pupil to remember. 

Today many physicians use this system instead of the 
apothecaries' weight as formerly. 

The amount of machinery exported from the United 
States is constantly increasing and it is demanded that 
the metric system be used in construction so that those 
who are to identifj^ themselves with this work must under- 
stand this system. 

Algebra and Geometry in Arithmetic. — Many of the 
new and progressive texts contain chapters in algebra and 
geometry. 

Formerly when arithmetic contained neither of these, 
algebra and geometry seemed subjects apart by them- 
selves ; now^ the connection between the three can be made 
much closer and their inter-relation can be made manifest 
as it could not formerly. The child often endeavored to 
solve arithmetical problem.s by algebra but was restrained 
and told to perform them by arithmetic. 

Some texts recognize this tendency and suggest that 
algebra be used in the operation. 

How Much Algebra and Geometry Should the Arith- 
metic Include? — It should include some of the simpler 
operations in algebra and geometry. These subjects 
should be arranged logically so that the pupil will see 
clearly the connection between them and arithmetic. 

There should be enough lessons provided for so that 
the pupil will be given a start in each and yet not be led 
beyond his depth. 



106 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

Speed or Accuracy? — One of the chief values of arith- 
metic is that it teaches the pupil to be accurate, and it is 
very essential that he be trained in this particular. 

In fact it is much more necessary that he be accurate 
than that he be speedy, for the accurate pupil will often 
outstrip the speedy one. 

Accuracy is the necessary foundation of speed, but the 
pupil needs the former first, last and all the time. 

Speed is also desirable and is very essential in its place. 
It is said that "speed means habit" and it is well if the 
pupil can be taught to be quick, swift and speedy. 

If he needs to acquire speed for some particular pur- 
pose he can accomplish this by himself, but the teacher 
had better devote most of her energies toward teaching 
accuracy. 

Value of Estimates or Approximates. — Estimates and 
approximates have a value of their own. Even if one 
cannot take the time or does not choose to work the 
example through and carry it out to its fractional parts, 
the estimate or approximate often gives as clear an idea 
as is necessary for the purpose. 

Should the Text Contain Answers? — The principle and 
not the result should be uppermost in the pupil's mind. 

A bright and thorough pupil works as diligently as he 
can without consulting the answer, because it is a delight 
to him to perform an arithmetical operation correctly. 

The slow pupil will often hold the answer rather than 
the principle prominently in mind and if the former does 
not come by one process he tries any means which Avill 
bring the result, utterly regardless of the principle ; indeed 
he often works backward from the answer. 

In ordinary practice, perhaps it is better to provide the 
younger pupils with answers and require the older and 



AND AIDS IN ELEMENTARY INSTRUCTION. 107 

more independent workers to do without, proving their 
work to see if it is correct. 

"When is the Best Period for the Arithmetic Recitation? 
— Because arithmetic requires such mental effort the best 
time for the recitation is when the mind is clearest; and 
that, under ordinary circumstances, is the first or second 
period in the morning. If this time is used for the reci- 
tation then the study period must necessarily be the last 
thing the previous day and the pupil should be given a 
few moments for refreshing his memory before he recites. 

Why Has Such Stress Been Laid Upon Arithmetic in 
the Past? — Because: 

I. It is practical and is needed in all callings in life. 

II. It was believed: 

a. That through this ''most ancient of all sciences" 
the pupil received the greater part of his mental dis- 
cipline. 

b. That through the study of mathematics the child 
was taught to reason logically. 

c. That evidence of greater brain power was shown in 
the mastery of arithmetic than in that of any other 
subject. 

III. Of sentiment of patrons. 

a. The average parent would rather have his child 
strong in arithmetic than in any other subject, and desires 
him to be quick and accurate in the operation of his 
problems. 

b. The parent often feels that if his boy understands 
arithmetic it will enable him to make his way in the 
world of finance whether he comprehends other subjects 
or not. 

IV. Of the PupH's Attitude.— a. The pupil likes to 
feel the consciousness of his power to overcome and 
master. 



108 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

b. If he is grappling with a problem that he recog- 
nizes as worthy of his mettle, he is not willing to give 
lip until he has conquered. 

c. After long hours of struggle over a problem, a thrill 
of triumph and exhilaration comes when finally it is com- 
pleted and the correct answer gained, such as rarely 
ensues when studying other subjects. 

All this the pupil thoroughly enjoys. 

Is Too Much Time Given to Arithmetic? — It is the 
opinion of some recognized thinkers that in the past time 
has been given to arithmetic entirely out of proportion 
to that bestowed upon other subjects. 

It is believed that the pupil would be broader and more 
cultured if he gave more of his time to such subjects as 
literature and history, which would make him better 
fitted to deal with men of the world. 

Should as Much Time be Devoted to Arithmetic as to 
Reading? — The subject of reading is one that is begun 
when the pupil first enters school and is the one with 
which the individual, at all inclined to literary pursuits, 
has the most to do so long as life lasts. 

The average mature person beguiles his leisure hours 
with some form of literature, not the study of arithmetic. 

Since so much of his life is concerned with literature, 
why not devote time enough to it so that he will under- 
stand it as a pupil and enjoy it thoroughly in after years? 

Elimination. — There are those who think that the child 
should not waste his force upon subjects that are rarely 
or never used in practical life and that he might better 
gain the same amount of discipline through some study 
that would give him more culture than arithmetic, such 
as literature, history or geography. 

They believe that time is actually wasted in problems 
that are of no real value to the child's life. 



AND AIDS IN ELEMENTARY INSTRUCTION. 109 

Dr. Wm. H. Maxwell, in the Educational Review, Vol. 
III., would eliminate cube-root, equation of payments, 
compound proportion, partnership, exchange, true dis- 
count, partial payments, bonds and stocks, and the greater 
part of what goes by the name of mensuration. He fur- 
ther states that cities that now give twenty-five per cent 
of the whole time of school to the teaching of arithmetic 
might with advantage cut that amount down to at least 
one-half. 

Dr. J. P. Gordy, in his Broader Elementary Education, 
states, that "a knowledge of the four fundamental rules, 
of simple and decimal fractions, of the simple applica- 
tions of percentage, of simple interest and discount with 
a few of the simple rules of mensuration will suffice." 

As eminent an authority as D. E. Smith, of Columbia 
University, writes in his Outlook for Arithmetic in Amer- 
ica, that "Our people, as a whole, no longer care about 
the greatest common divisor, cube-root, such common 
fractions as are not needed in practical business; about 
troy and apothecaries' weight, compound numbers beyond 
the merest elements, compound" proportion, or, for that 
matter, about simple proportion, either. 

Alligation, duodecimals, equation of payments, and 
partnership involving time, have finally been relegated 
to the arithmetical museum, and the good common sense 
of our people will demand that these other inheritances 
follow them." 

Why Do Some Pupils Dislike Arithmetic? — Because: 

I. It was not so taught in the beginning grades that 
the child was interested in it. 

II. He was not well grounded in the fundamentals. 

III. He does not understand it. 

IV. He does not know how to read a problem so as to 
comprehend its requirements. 



110 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

V. It is considered a difficult subject and he does not 
like to work hard. 

VI. He is not capable of the concentrated effort neces- 
sary to obtain the correct results. 

VII. He is too easily discouraged. 

VIII. He has not the gift of perseverance. 

IX. The text is too difficult. 

X. The subject is not connected with the facts of his 
life. 

XI. He fails to see the necessity for some topics in- 
cluded in the text. 

XII. Classmates are swifter in obtaining results and 
he becomes discouraged and thinks it is useless to try. 

XIII. The teacher puts an entirely new example on 
the board to be solved and gives him no inkling of the 
principle involved or of the method of performing it. 

XIV. He has placed such reliance upon the assistance 
of others that he is not so independent in his thinking as 
he should be. 

XV. The teacher does not make clear explanations. 

How to be Sure That the Pupil Has Worked Inde- 
pendently. — I. Send the pupil to the board alone and 
require him to perform the problem. 

II. Call upon him for an explanation. 

III. Demand his reasons for the process. 

IV. Insist upon proof for the problem. 

V. Assign him problems to perform on the board 
unlike those which he has worked in the study period, 
but illustrating the same principle. 

In spite of all this, he may have understood the help 
received so well as to conceal the fact that he was 
aided when studying. OtherAvise he would be likely under 
this probing process to betray his lack of independence. 



AND AIDS IN ELEMENTARY INSTRUCTION. Ill 

Should Pupils Work Problems Together?— If pupils of 
the same degree of capability work problems together it 
may be beneficial. 

"When they desire to do this, however, it is not usual 
for both to possess the same degree of ability. 

The weaker one may receive help from the stronger 
and gain an impetus which may inspire him to study 
harder, but he relies upon the former to such an extent 
that his self-activity is not sufficiently aroused to make 
him self-reliant and, if he could but see it, he is really 
injuring himself and destroying his power of originality. 

AYhen attempting to work the problem over again by 
himself, perhaps he may even be unable to solve it or 
give his reasons for the process. He may remember it 
long enough to make a creditable recitation in class, but 
cannot solve it afterwards because he did not think it 
out for himself in the first place. 

When in recitation he performs the problem in which 
he has been aided, he sometimes deceives the teacher as 
to his understanding of it and does not receive the aid 
w^hich he needs, and which would otherwise be given him. 

In view of all this, as a rule, it seems best that pupils 
should work independently. 

How Keep Pupils From Handing Down Note-books? — 
To keep pupils from handing down note-books t 

I. If possible provide work that is new or different 
from that which other classes have done so that old note- 
books will not aid the pupil. 

II. Appeal to the owner's sense of honor. 

III. Appeal lo the pupil's sense of honor. 

IV. Lead him to see that if he copies, he is his own 
worst enemy. 

V. Train him to desire to do everything independently 
and to resent aid. 



112 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

VI. Lead him to see that the independent thinkers are 
the ones on whom others rely, and those who really are 
useful and who accomplish something in the world. 

¥/hy Does the High School Teacher Have Trouble in 
Teaching Arithmetic? — The high school teacher of arith- 
metic is troubled because the pupil does not take the 
initiative but waits to be led. 

If arithmetic were made more of an investigating study 
and the pupil Avere forced to take the initiative in the 
lower grades, the high school teacher's task would be less 
difficult. 

The Business Man's Complaint. — The business man 
complains that the high school graduate's knowledge of 
arithmetic is lacking because the latter is slow and inac- 
curate. 

The business man needs an expert in accuracy and 
swiftness, so that his work may be done satisfactorily, no 
mistakes may be made and his customers may not be kept 
w^aiting while a novice waits to figure out with paper and 
pencil, ordinary computations that should be made on the 
instant by the mind. 

While it may not be the teacher's province to train 
clerks, yet drill in speed may easily be given the pupil. 

Should the Teacher Use a Key? — The teacher has a 
perfect right to obtain all the aids she can command. It 
is better, however, that the pupil should not know that 
they are in the teacher's possession. 

Only an able teacher can use a key to advantage, 
because when she has digested the explanation, which 
often is as intricate as the problem itself, she must have 
it so well in mind that she can explain every detail, 
otherwise she may betray that she has sought aid. 

A ke}^ is of aid in two cases : 



AND AIDS IN ELEMENTARY INSTRUCTION. 113 

I. It may be that the teacher is introducing a new book 
and is capable, but the problem is difficult and would take 
hours to solve, which time she cannot spare. 

II. It may be that the teacher is unable to solve it 
and her reputation ma}^ be saved. 



114 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

CHAPTER XVI. 
QUESTIONS ON NUMBER AND ARITHMETIC 

1. When begin the study of number? 

2. Why? 

3. Why is it not called arithmetic ? 

4. What is the difference between number and arith- 

metic ? 

5. What is meant by the terms concrete and abstract! 

6. When does the child come to the abstract idea of 

number? 

7. Should objects be used? 

8. If so, what objects? 

9. Should colored objects be used? 

10. What is the abacus? 

11. What teach the child 

First year? 
Second year? 
Third year? 

12. When begin the use of the text ? 

13. How teach the subject before this? 

14. Should short or long division be taught first? 

15. How should arithmetical tables be taught? 

16. What processes are there in arithmetic? 

17. What is meant by synthesis? 

18. What operations does this include? 

19. What is meant by analysis? 

20. What operations does this include? 

21. What is meant by incidental teaching in arithmetic? 

22. By accidental teaching? 

23. To what grades do incidental and accidental teaching 

especially refer? 



AND AIDS IN ELEMENTARY INSTRUCTION. 115 

24. With what subjects may arithmetic be correlated, if 

taught incidentally? 

25. AYhat is the educational value of arithmetic? 

26. In actual life why do we need arithmetic? 

27. A thorough understanding of what studies is depend- 

ent upon arithmetic? 

28. May pupils gain "culture value" from arithmetic? 

29. Does the study of arithmetic teach the child to reason 

only along mathematical lines? 

30. Why might arithmetic be called a form study? 

31. Which should we instill into pupils, what arithmetic 

is, or what it will do ? 

32. Should the object of arithmetic in the child's mind 

be a knowledge of the process involved or a knowl- 
edge of the facts which may be gained by means 
of the process? 

33. What would you call the child's need in arithmetic? 

34. When should such a subject as addition or interest 

be considered finished, when the pupil knows the 
facts, or has mastered the processes? 

35. How might arithmetic be made more of a thought 

study ? 

36. Of what value to the child is it to first solve prob- 

lems by indicating a number of operations by the 
proper signs and then to perform the operations 
indicated afterwards? 

37. Should the child be stimulated to further investi- 

gation? 

38. What are some good texts in arithmetic? 

39. What is the topical system in arithmetic? 

40. What is the extreme spiral? 

41. What is the modified spiral? 

42. What is the natural order in which the mind gains a 

knowledge of forms and processes? 



116 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

43. What is meant by the storage theory? 

44. What are the advantages of this theory? 

45. The disadvantages? 

46. What is meant by the present use theory ? 

47. What are its advantages? 

48. What its disadvantages? 

49. What kind of problems should the book contain? 

50. Should the text contain catch problems? 

51. Who should formulate the rules? 

52. Why are there no rules in some texts? 

53. Who should formulate the definitions? 

54. Why are there no definitions in some arithmetics? 

55. Should there be a set form for the analysis of a 

problem ? 

56. How often should reviews be given? 

57. Of what value is it in review to require pupils to 

write rapidly the solution of several problems with- 
out stopping to perform the operations? 

58. Should the metric system be taught? 

59. Why? 

60. Should arithmetic include algebra? 

61. Why? 

62. Should it include geometry ? 

63. Why? 

64. How much of each? 

65. Should the pupil be allowed to solve arithmetical 

problems by algebra? 

66. Should the teacher strive for speed or accuracy? 

67. W^hat value have estimates or approximates? 

68. What short methods are deemed practical? 

69. Should the text contain answers? 

70. What are the difficult subjects in the study of arith- 

metic ? 

71. A¥hat mathematical subjects succeed arithmetic? 



AND AIDS IN ELEMENTARY INSTRUCTION. 117 

72. What is the best period for the arithmetic recitation? 

73. Should arithmetic be made the basis of promotion? 

74. Was the teacher justified, who promoted pupils 

working correctly over fifty problems? 

75. Why has such stress been laid upon arithmetic in the 

past? 

76. Is too much time given to it? 

77. Should as much time be given to arithmetic as to 

reading? 

78. Should any subjects be eliminated from arithmetic? 

79. Why? 

80. If so, what ones? 

81. Why do some children dislike arithmetic? 

82. Can a child be "born short" in arithmetic? 

83. HoAv be sure the child has worked independently? 

84. Should pupils be allowed to work problems together? 

85. Why? 

86. In what ways do pupils cheat when vrorking prob- 

lems at the recitation seats? 

87. How may the work be so planned that this will be 

impossible ? 

88. In what ways is cheating conducted when problems 

are worked upon the blackboard ? 

89. How may the teacher plan the board w^ork so that 

deception can be detected? 

90. What materials should be employed in written work 

at the seat? Why? 

91. How keep pupils from ' ' handing down ' ' note-books ? 

92. Should note-books be destroyed? 

93. Why is it difficult to teach the child fractions? 

94. Should the child be taught to invert the fraction 

or simply to imagine the inversion? 

95. Is the student who is strong in arithmetic, also 

strong in other lines of work? 



118 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

96. Does the specialist in mathematics possess the quali- 

ties of honesty, uprightness and truthfulness? 

97. Should drills in arithmetic be given during opening 

exercises ? 

98. In what grade should the study of arithmetic cease ? 

99. Should there be a final review of arithmetic in the 
high school ? 

100. Why? 

101. Why does the high school teacher have trouble in 

teaching arithmetic? 

102. What complaints do business men make when dis- 

cussing the high school graduate's knowledge of 
arithmetic ? 

103. How may arithmetical records be kept? 

104. If the complete mastery of the problems of a new 

text is not possible before beginning to teach the 
subject, what should the teacher do? 

105. If after every effort has been exhausted to work a 

problem, the teacher still fails to obtain the correct 
answer, what should be done? 

106. Should the teacher have a key? 

107. From what nation did we get some of our subjects 

in arithmetic? 

108. What books treat of the history of arithmetic? 

109. What mathematical periodicals are helpful in this 

subject? 

110. What are good devices in arithmetic? 



AND AIDS IN ELEMENTARY INSTRUCTION. 119 



CHAPTER XVII. 

OUTLINE FOR THE STUDY OF TEXTS IN 
ARITHMETIC. 

V. Preface. 

a. Number of pages? 

b. Comparative length? 

c. Main heads? 

d. Are they definitely brought out ? 

e. Comprehensive ? 

f. Does it contain only essentials? 

g. Does it contain unnecessary details? 

h. Does it state reasons why arithmetic is taught ? 
i. Does it state the ends to be accomplished by the 

book? 
j. Does it contain names of critics? 

VI. Introduction. 

a. Comparative length? 

b. Acknowledgment of aid? 

c. Names of critics? 

VII. Contents. 

a. Comparative length? 

b. Divided into parts? 

c. Logical? 

d. Are subjects grouped? 

e. Found in different parts of book? 

f. Indexed? 

VIII. Suggestions to teachers. 

a. Comparative number? 

b. Sufficient number? 

c. Helpful? 

d. Where found? 



120 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

1. At bottom of page? 

2. Interspersed through text? 
IX. Material. 

1. Arrangement? 

a. Logical ? 

b. Illogical? 

c. Topical system? 

1. Is there a sequence of topics? 

2. Does it embody mathematical principles in 

interesting and instructive groups? 

3. Is there an exhaustive treatment of each 

subject whenever it is under discussion? 

d. Extreme spiral? 

e. Modified spiral? 

2. Inductive? 

3. Deductive ? 

4. Attractive ? 

5. Repellent? 

6. Baldly mechanical? 

7. Based on a rational psychological method? 

8. Practical? 

9. Addressed to understanding? 

10. Addressed to memory? 

11. Does it represent real or artificial conditions? 

12. Drawn from industrial sources and every-day 

affairs? 

13. Does it relate to matters v/itli which pupils' experi- 

ence in and out of school have familiarized him? 

14. Does it open to the pupil a wide range and variety 

of uses for elementary mathematics in commercial 
affairs? 

15. Does it follow the storage theory? 

16. What subjects found in the old arithmetics are 

omitted? 



AND AIDS IN ELEMENTARY INSTRUCTION. 121 

17. Is arithmetic correlated with other subjects? 

18. Does it secure clearness, precision and certainty of 

thought? 

19. Is it difficult? 

20. Too difficult? 

21. Not sufficiently difficult? 

22. Is it suited to the particular stage of the pupil's 

development ? 
K. Problems. 

a. Industrial ? 

b. Business (in commerce) ? 

c. On locomotive engine? 

d. Agricultural ? 

e. In farm account keeping? 

f. Geographical? 

g. In manual training ? 
h. In nature study? 

i. In physical measurements? 

j. Do they call for actual measurements b.v 

pupils ? 
k. Does text require pupil to make standards of 

measure ? 
1. Are there suggestions for original problems? 
m. Examination? 

1. How many? 

2. From what cities? 

n. Are the data correct and consistent? 

o. Do they touch the actual life of this country at 

this time? 
p. Tiresome inheritance of the past? 
q. Are they suited to the pupil's thought power? 
r. Are thoy conducive to mental discipline? 
s. Oral 

a. Comparative number? 



122 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS | 

b. How often found? 

c. Where found? 
t. Written 

a. Comparative number? 

b. How often found? 

c. Where found? 
u. Miscellaneous 

a. Number of pages? 

b. Where found? 

c. Adequate ? 
V. Sight 

a. Comparative number? 

b. How often found? 
w. Catch 

a. Comparative number? 

b. Absence of? 

XI. Division into lessons. 

a. Well divided? 

b. Poorly divided? 

XII. Grading of lessons. 

a. Well graded? 

b. Poorly graded? 

XIII. Definitions. 

a. Comparative number? 

b. How reached 
Inductively ? 
Deductively? 

c. Clear? 

d. Lengthy ? 

e. Concisely worded? 

f. Printed in italics? 

g. Principal words in italics? 
h. Principal words in blacker type ? 



AND AIDS IN ELEMENTARY IN STRUCTION. 12( 





i. 


Synopsis of? 

1. Number of pages? 


XIV. 


Rules. 




a. 


Comparative number ? 




b. 


Absence of? 




c. 


How developed 
Inductively ? 
Deductively? 




d. 


Concisely worded? 




e. 


After development are they grouped ? 




f. 


Where found 

1. In blacker type? 

2. In italicized print? 


XV. 


Explanations. 




a. 


Comparative number? 




b. 


Brief? 




c. 


Lengthy ? 




d. 


Clear? 




e. 


Confusing ? 




f. 


Adequate ? 


XVI. 


Cautions. 




a. 


Comparative number? 




b. 


Where found? 


XVII 


Tables. 




a. 


What ones? 




b. 


How developed? 
Inductively ? 
Deductively ? 




c. 


Where found 

1. Scattered through book? 

2. Massed at back of book? 


xvm. 


Questions. 




a. 


Comparative number ? 




b. 


Testing? 



124 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

c. Provocative of thought? 

d. Logical sequence? 

e. Where found? 

XIX. Reviews. 

a. Frequent ? 

b. Few? 

c. How often found? 

d. Contain important features? 

e. Contain non-important details? 

f. Material presented as in previous lessons? 

g. New view of an old subject? 

h. Problems in Addition, Subtraction, Multiplica- 
tion and Division found on one page ? 

XX. Summaries. 

a. Frequent ? 

b. Few? 

c. Contain essentials? 

d. Non-essentials ? 

XXI. Drills. 

a. Comparative number? 

b. Upon essential subjects? 

c. Non-essential subjects? 

XXII. Algebra. 

a. How many pages devoted to this subject? 

b. What topics are considered? 

c. Are the rudiments well covered? 

d. Is it correlated with arithmetic? 

XXIII. Geometry. 

a. Concrete ? 

b. Abstract ? 

c. Are the rudiments well covered? 

d. Do problems call for actual measurements with 
instruments by the children? 



AND AIDS IN ELEMENTARY INSTRUCTION. 125 

e. Introduced only as it applies to mensuration? 

f . Plenty of constructive work ? 

XXIV. Suggestions to pupils. 

a. Comparative number? 

b. Helpful? 

c. Practical? 

d. Where found? 

XXV. Illustrations. 

a. What is the list of illustrations? 

b. What are the subjects? 

c. Number? 

d. Of modern life? 

e. Do they aid in the understanding of number 

relations ? 

f . Are they helpful in suggesting material for the 
pupil to use? 

g. Do they render more interesting aad real, 
groups of problems? 

XXVI. Short methods. 

a. Number of pages? 

b. Number of methods? 

c. What are presented? 

d. Are they practical? 

XXVII. Answers 

a. Comparative number? 

b. Number of pages? 

c. Where found? 

d. Is the key published? 

XXVIII. General review of arithmetic. 

a. Number of pages? 

b. What subjects are presented? 

c. Essential subjects? 

d. Non-essential subjects? 



126 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



XXIX. Approximations. 

a. Comparative number? 

b. In connection with Avhat subjects found? 



XXX. Metric system. 


a. 


How many pages devoted to it? 


b. 


Is treatment sufficiently full? 


XXXI. 


Accuracy. 


a. 


In material of text? 


b. 


In figures? 


c. 


Of statements in problems? 


d. 


Of answers? 


XXXII. 


Inaccuracies. 


a. 


Comparative number? 


b. 


Does author invite correction of? 


XXXIII. 


Supplementary work. 


a. 


Of what nature? 


b. 


Adequate ? 


c. 


Where found? 


XXXIV. 


Size of print. 


a. 


Large ? 


b. 


Small? 


c. 


Difference in type? 


XXXV. 


Appendix. 


a. 


Contents? 


b. 


Number of pages? 


c. 


Unusual features? 


XXXVI. 


Index. 


a. 


Number of pages ? 


b. 


Alphabetically arranged ? 


XXXVII 


For what age? 


XXXVIII. For what grade? 


XXXIX. 


Favorable criticisms? 



AND AIDS IN ELEMENTARY INSTRUCTION. 127 

XL. Unfavorable criticisms? 

XLI. Unusual features of book? 

XLII. Problems before the teacher? 

XLIII. Psychological aspect of Arithmetic ? 



128 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 



CHAPTER XVIII. 

REVIEV/ QUESTIONS ON THE TEXTS OF ARITH- 
METICS EXAMINED. 

1. Which has the longest preface? 

2. Which the shortest? 

3. Which states four aims which it hopes to accomplish? 

4. AVhich would serve as a good chapter on arithmetic 

for the methods recitation? 

5. Which is founded on a rational psychology? 

6. Which strives to present a pedagogical development 

of elementary m.athematics? 

7. Which strives to preserve continuity throughout the 

book? 

8. Which states three steps that are to be observed in 

teaching number? 

9. Which favor object teaching? 

10. Which authors ask to have errors pointed out to 

them? 

11. Which acknowledge aid? 

12. Which contains the best preface? 

13. Which books contain an introduction or review of 

previous work? 

14. Which has an introduction designed to form a transi- 

tion from vacation experiences to the severe study 
of formal processes? 

15. Which has the best table of contents? 

16. Which recognize a general demand for abridgment 

of topics? 

17. Which contains notable omissions? 

18. Which try to exclude irrelevant matter? 

19. Which do not contain longitude and time? 

20. Which conform to the storage theory? 



J 



AND AIDS IN ELEMENTARY INSTRUCTION. 129 

21. Which to the present use? 

22. Which states at the beginning of each chapter the 

general plan and then proceeds to go into details? 

23. Which repeats important chapters? 

24. In which are suggestions to teachers found? 

25. Which has the best? 

26. Which has the most logical arrangement? 

27. Which typify the topical system? 

28. AVhich the extreme spiral? 

29. Which the modified spiral? 

30. Which are inductive ? 

31. Which deductive? 

32. Which is addressed to the understanding rather than 

the memory? 

33. Which correlates arithmetic with other subjects? 

34. Which strive to deal especially with problems con- 

nected with the actual life of the child today? 

35. Which are too difficult? 

36. Which not sufficiently difficult? 

37. Which contains problems based on geography? 

38. On history? 

39. On manual training? 

40. On nature study? 

41. On physical measurement? 

42. On the time book of a small manufactory? 

43. On some of our great railways? 

44. On distances from Chicago to fourteen railroad cen- 

ters of the United States? 

45. On the army and navy? 

46. On some of the large buildings of the world? 

47. On our iron mines? 

48. On the thermometer? 

49. On the barometer? 

50. Involving the expenses of the home? 



i;]0 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

51. Oil the skiameter? 

52. On school statistics for thirty of the largest cities of 

the United States? 

53. On Brooklyn's assessments and taxes for ten years? 

54. On United States government lands? 

55. What book emphasizes commercial relations? 

56. "Which treats of problems in which our country 

excels others? 

57. In which others excel us? 

58. Which call for actual measurements by pupils? 

59. Which calls for estimation of magnitudes by pupils? 

60. Which contain data for original problems? 

61. In which are puzzling problems found? 

62. Which book contains curious comparisons? 

63. Which do not contain catch problems? 

64. Which mention that care has been exercised to make 

the data of problems correct? 

65. In which are the lessons well divided? 

66. Poorly divided? 

67. In which is there no division into lessons made? 

68. In which are the lessons well graded? 

69. Poorly graded? 

70. Which contain definitions? 

71. Which contain practically no definitions? 

72. Which have definitions massed at end of text? 

73. Which contain a prophecy made by Col. Francis 

Parker with regard to arithmetic? 

74. Which have rules? 

75. Which have rules at end of text? 

76. Which contain practically no rules? 

77. Which has the clearest explanations? 

78. Which contain cautions? 

79. In which are tables grouped in the back of the book ? 

80. Which has many questions? 



J 



AND AIDS IN ELEMENTARY INSTRUCTION. 131 

81. Few questions? 

82. Which has the best reviews? 

83. Which has a general review of arithmetic? 

84. Which contain examination questions gathered from 
different cities and sources? 

85. Which has the best test questions? 

86. Which emphasize thoroughness? 

87. AYhich gives exercises for drill in speed? 

88. Which emphasizes rapidity? 

89. AVhicli strive to overcome complaints of business 

men and high school teachers by plenty of drill? 

90. Which strive to train rapid computers? 

91. Which contain algebra? 

92. Which use the equation in the solution of arithmet- 

ical problems? 

93. In which is algebra treated as a chapter by itself? 

94. In which is it connected with arithmetic almost 

throughout the text? 

95. In which is the best work on algebra found? 

96. Which contain geometry? 

97. Which contains the best work on geometry? 

98. Which gives work in geometrical drawing? 

99. Which has the best suggestions to pupils? 

100. Which believes that pictures aid in the under- 
standing of certain number relations? 

101. Which contains illustrations not usually found in 

an arithmetic? 

102. Which contains colored illustrations? 

103. Which treats of the four fundamental operations 

whenever a new topic is considered? 

104. AYhich contains supplementary work? 

105. Which contains a supplement? 

106. Which has the best appendix? 

107. Which contain short methods? 



132 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

108. Which contain work on approximations? 

109. Which treat of the metric system? 

110. Which contains the best work on the metric system? 

111. In which is the greatest common divisor called the 

greatest common measure? 

112. Which contains a table of exports? 

113. Which has the best index? 

114. Which have answers? 

115. Which have a key? 

116. In which is a protractor found? 

117. Which text do you like best? 

118. Which least? 



AND AIDS IN ELEMENTARY INSTRUCTION. 133 



CHAPTER XIX. 

PROBLEMS WHICH CONFEONT THE TEACHER IN 
TEACHING ARITHMETIC. 

1. To lead the pupil to see in all ways that there is a 

vital connection between arithmetic and the facts 
of life. 

2. To present the subject so as to awaken a pleasant 

feeling towards it. 

3. To help the pupil to enjoy arithmetic. 

4. To discover if the pupil has been well grounded in 

preceding grades? 

5. To strengthen his previous work, providing he has 

not been thoroughly taught. 

6. To be able to explain clearly the difficult points in 

the subject. 

7. To make the explanations so clear and simple that 

the pupil cannot fail to understand them. 

8. To present a new subject so clearly that one explana- 

tion will suffice to give a thorough understanding 
of it. 

9. To be ready with several ways of making an explan- 

ation clear, in case the pupil does not understand 
the first one presented. 

10. To see that the pupil and not the teacher does the 

work of the recitation. 

11. To see that the pupil grasps fully a subject presented 

only partially, as in the spiral system, before he 
advances to another topic. 

12. To cultivate in him the logical spirit. 



134 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

13. To teach him to explain his processes clearly and 

concisely. 

14. To lead him to analyze his own problems. 

15. To incite him to the highest degree of self-aclivity. 

16. To teach him to formulate definitions. 

17. To lead him to formulate rules. 

18. To lead him to see in how many different ways prob- 

lems may be worked correctly. 

19. To incite him to work original problems. 

20. To lead him so far as possible to build up tables of 

measurement for himself. 

21. To encourage him to bring to class arithmetical 

problems, found outside of texts, that come within 
the range of his interests. 

22. To incite him to further investigation. 

23. To obtain the best written work from him both on 

paper and blackboard. 

24. To cultivate in him the power of concentration. 

25. Since such concentration of mind is needed on the 

part of the class, how^ to keep them in good humor 
by touches of harmless mirth. 

26. To cultivate in the pupil a desire for accuracy. 

27. To drill him so that he will not be slow and inaccu- 

rate in ordinary computations. 

28. To teach him to be thorough. 

29. To teach him to depend upon himself when working 

his problems. 

30. To detect whether he has worked independently. 

31. To detect cheating. 

32. To discover if the pupil is simply copying another's 

work or if he really understands the reasons for 
what he does. 

33. To provide sufficient material to keep the bright 

pupil fully employed during the study period and 



AND AIDS IN ELEMENTARY INSTRUCTION. 135 

yet not of such a nature as to advance him too 

far beyond the class. 
34. To correlate Algebra and Geometry with Arithmetic. 
85. How to assign lessons in the most helpful way. 

36. To what degree to aid the pupil in the preparation 

of the lesson and to what extent to leave him to 
depend upon himself. 

37. How much work to give him in a stated period. 

38. How much time to spend upon arithmetic in com- 

parison with other subjects. 

39. To decide what subjects, if any, to eliminate from 

arithmetic. 

40. To provide plenty of material outside of the text 

for supplemental work and drills. 

41. To provide against monotony. 

42. How much to review. 

43. How much drill to give. 

44. To decide to what degree to use objects. 

45. How to keep the class together in its work. 

46. To see that the teacher himself does not suffer pro- 

fessional isolation. 



PART IV. GEOGRAPHY. 



CHAPTER XX. 

GEOGRAPHY. 

Educational Value of Geography. — The true study of 
geography is so far-reaching in its scope that it cannot 
fail to render the child broader minded and more intelli- 
gent, because: 

I. It makes the child the central thought and teaches 
him his personal relations to the earth and its surface. 

II. It teaches him how his habits differ from those 
of his European brothers and from what these differences 
result. 

III. It makes him appreciate more fully, and feel more 
at home in, his own environment. 

If he studies thoroughly his own home geography, then 
travels and observes that of another region, he can inter- 
pret far more intelligently his home surroundings. 

IV. It enables him to understand foreign countries 
better because he comprehends his immediate environ- 
ment. 

V. It teaches him to read intelligently periodicals, 
whether newspapers or magazines, books of travel or 
those in which there are geographical references. 

VI. To listen intelligently to lectures. 

VII. To understand better current events that are 
transpiring in other parts of the world. 

VIII. To interpret art more intelligently. 

IX. To interpret music more intelligently. 



138 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

X. To follow friends in their journeys. 

XI. To cultivate his power of imaging clearly and also 
his constructive imagination. 

The mountains or the sea can only become real to the 
child as he uses his apperceptive faculties. 

Colonel Parker said : ''A clear image of one part of the 
world intensifies an interest in all that happens there." 

XII. To cultivate his perceptive faculties because of 
the field work he should do. 

XIII. To develop in reasoning power. 

The pupil used to be taught to remember that a city 
occupied a certain place on the map. Now he is shown 
the reason why a city has developed at such a point or 
why an industry has localized at a certain place. For 
example, cities have been established at Raleigh, Colum- 
bia and Macon, because : 

1. They are at the head of navigation. 

2. The fall line furnishes the water power. 

3. They form a trading post between two industries. 

XIV. To reason inductively. 

XV. As he reasons from cause to effect and from effect 
to cause, he learns to exercise the "theorizing activity" 
which Dr. Gordy considers so valuable in the study of 
history. 

XVI. It must develop in the child a certain sympathy 
with a people who are laboring under geographical disad- 
vantages, e. g., with the Kentucky mountaineers. 

This country is so cut up and dissected by streams that 
one man has only a small tract of land to cultivate, and 
he is separated from his neighbors and from practically 
all contact with civilization. 

Mill says, that it is the best example to be found of the 
geographic control of a people. 

In direct contrast to this is the man who settles in the 



AND AIDS IN ELEMENTARY INgTHUdTION. 139 

Blue Grass region of this same state and makes his for- 
tune. 

The following story is told of two brothers w^ho moved 
into this state. One settled in the Blue Grass region and 
his sons and daughters are among the highly educated 
people of this commonwealth. The other settled in the 
plateau and his children are poor and uneducated. 

XVII. It gives the child the key to the degrading and 
elevating influences of the structural and climatic environ- 
ment. 

Until the bearing of climate and its effect on the 
people of the torrid zone is understood, we have no right 
to judge their morality, because, under the existing con- 
ditions, it is impossible for them to live up to our 
standards. 

XVIII. It teaches the child his dependence upon his 
fellow beings for food, clothing and the utensils demanded 
by his life. A certain Boston school requires one or more 
pupils to board nearly every ship arriving at that city 
from a foreign port, in order to learn the character of its 
cargo. 

XIX. It prepares the child to travel intelligently. 

It is a trite saying that a year of travel is worth a year 
of school work. In some of the most progressive Euro- 
pean schools the teacher travels with a limited number 
of pupils and teaches them en route. 

A teacher in the Duluth schools took an imaginary 
ocean trip with her pupils, and some highly educated 
parents, whose children came under this teacher's instruc- 
tion, unhesitatingly testified that their sons and daughters 
were prepared to visit foreign lands more intelligently 
than they themselves, because of study under her super- 
vision. 

XX. It shows the child how the human mind has 



140 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

triumphed over the obstacles of nature and even over 
the limitations of climate and soil. 

For example, the irrigation processes carried on in 
the West. 

The Pennsylvania railroad tunneling through the moun- 
tains of that state. 

XXI. It teaches the child the value of knowing well 
a few good types as a foundation for future study. 

XXII. It helps the child to interpret with more 
breadth of meaning the study of history. 

Excursions. 

I. Excursions teach the child : 

1. To observe. 

It is said that no other power enters more vitally into 
the child's ultimate success than that of being able to 
observe accurately. 

2. To study objects rather than books. 

3. To see and reason logically. 

4. To describe graphically. 

5. To be self-reliant in full and clear expression. 

II. Excursions help the teacher: 

1. By broadening her knowledge of practical affairs. 

2. By bringing her into closer touch with the child and 
thus giving her a better opportunity to note his individ- 
ualities. 

III. Teacher's preparation: 

The teacher should visit the place first in order to 
understand it thoroughly herself, to decide wisely what 
will interest and instruct the child and prepare questions 
to ask him. 

An excursion is difficult to manage and unless clear 
instructions are given the class before it starts, haphazard 
results may be expected from the recitation. 



AND AIDS IN ELEMENTARY INSTRUCTION. 141 

The child should be told definitely just what he is 
expected to observe. Groups of two or three may be 
given a special topic to report upon. 

During one summer session at Chicago Institute, each 
member of the excursion was given a mimeographed copy 
of questions to be answered when the class reassembled. 

The teacher may invite her friends or appoint a few of 
the more reliable pupils to assist her in any necessary 
discipline. 

IV. What pupils need for the excursion: 

It is best to take as little extra baggage as possible. 

Note-book and pencil. 

Knapsack and hammer. 

A lunch if the excursion is a long one and food is not 
easily obtained for a large number. 

A kodak, if the pupil chooses. 

Clothing suitable for a long, hard tramp. 

Shoes that are easy to the feet, and short skirts for 
the women. 

Great care should be taken to prevent accident, and if 
a place is visited which is at all dangerous it is best to 
take only a few of the younger pupils at a time. 

V. Where take excursions: 

Chicago Institute took one excursion to the Sand Dunes 
in Indiana, another to Winnetka, where the entire course 
of a rivulet was traced to the point where it emptied 
into Lake Michigan. 

Places where excursions may be taken with interest to 
both pupils and teacher are numberless. No attempt is 
made to make the following list complete, but it may 
be suggestive to the teacher. Excursions may be taken to 
Dubuque; Des Moines, where the legislature, the Capitol 
building, the Historical building, and Fort Des Moines 
may be visited; the Indian Mounds, United States 



142 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

Arsenal at Davenport; the Indian reservation at Tama; 
the Amana colony ; a v^^ell-eqiiipped hospital ; factories of 
all kinds, canning, cement, tile, button, stove, cracker, 
sled, broom, and gate. 

The city of Des Moines had what was called factory 
day. The factories throughout the city were all thrown 
open to visitors and the pupils of the public schools were 
transported from one plant to another. Where the pro- 
duct was edible, refreshments were served. The day, 
doubtless, was profitable both to the manufacturers and 
the sight-seers. 

Excursions may also be taken to the mine ; the saw mill ; 
the packing house ; the beet sugar industry ; a well 
appointed dairy ; a court house ; the water works ; the elec- 
tric light plant; public buildings; a large dei)artment 
store; the printing office; the planing mill; the river; the 
nursery, summer and winter; the flour mill; the black- 
smith shop ; the iron foundry ; the brick kiln ; a frame 
house twice while in process of construction ; the wharves ; 
the freight house ; the ice house, both where it is manufac- 
tured and stored; and some place where the depth and 
quality of soils may be studied. 

VI. Ensuing recitation. 

When the class again assembles, the ({uestions that have 
been asked may be answered, maps may be drawn and 
the sand table used. 

Specimens gathered and kodak pictures taken while on 
the trip may add interest to the recitation. 

These excursions may be made the basis for the draw- 
ing lessons and also for the written work. 

Parents do not always see the value of such excursions, 
but think their children will learn more from books. They 
forget that the real know^ledge of the child is measured 
not by what he learns in text books and sees in the school 



AND AIDS IN ELEMENTARY INSTRUCTION. 143 

room, but by actual knowledge of objects and happenings 
within the realm of his own world about him. 

A meeting of parents may be held where the value of 
excursions may be discussed. Reasons for such tri^^s 
may be presented and illustrations shown setting forth 
their educational significance. Parents may be invited to 
go on these excursions and thus form the habit of visiting 
places with their children. 

The Equipments That are Thought Necessary to the 

Teaching of Geography as Compared With 

Those of Former Years. 

It was but a short time ago when one text, a few maps, 
some charts and a globe, were deemed quite sufficient to 
teach geography adequately. The up-to-date teacher 
should specialize in this subject at a school in this country 
noted for research in this particular branch, and then in 
Germany if possible. 

Since geography is not considered a study of books 
today any more than botany or zoology, the teacher who 
has had the advantage of travel in her own country and 
foreign lands will be able to make objects seen, and places 
visited, far more vivid and real to the pupils' imagination, 
than one who has studied, no matter how widely, only 
from texts. 

In these days of rapid transit, it is not at all unusual 
to find that pupils have traveled much more than the 
teacher, and unless she has had some experience in that 
line she will be placed at a decided disadvantage. 

It is to her advantage, then, to travel not only on the 
steam and surface cars, but to have actual experience on 
elevated and subway linos, to ride on the sight-seeing 
cars, the touring automobiles, the ocean liners, and the 
motor boats. 



144 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

If she travels intelligently and with the thought of in- 
struction in mind, she may gather information that will 
be of interest when she visits the world's fair, the city 
park, the art institute, the Field's museum, the aquarium, 
the life-saving station, the light-house, the circus, a city 
fire department and other places of interest. 

From the manufactory or the mine she may obtain 
specimens which will interest her pupils intensely. 

There should be: 

1. A department in the library devoted to the latest 
and best authorities, in addition to texts always to be 
found on the teacher's desk. 

2. A laboratory in which the pupils may work indi- 
vidually. 

3. Pictures, large and small, of all kinds, to illustrate 
the work, procured by the teacher herself who never 
traveled kodakless, and postals gathered in her wander- 
ings as well as illustrations obtained from dealers and 
railroads. 

4. Illustrations not only of the typical mountain stud- 
ied intensively by the class, but others for the sake of 
contrast. 

The same is true of a river, a city, a section of coast 
line and a valley. 

5. A stereopticon with an endless number of pictures. 

6. A sand table of such size that many maj^ work sim- 
ultaneously, and the individual sand pan. 

7. Physical and political maps, the finest obtainable, 
relief maps which are the work of experts, and outline 
maps ready to be filled in by the pupils. 

8. Globes of the most approved kind. 

9. A planetarium showing the earth's revolutions 
around the sun. 

10. A tellurium showing the change of seasons. 



AND AIDS IN ELEMENTARY INSTRUCTION. 145 

11. Minerals carefully collected, which remain per- 
manently in the teacher's cabinet. 

12. The common rocks of the community. 

13. Weather maps. 

14. Objects of all kinds having an educative value. 
One enthusiastic teacher borrowed a large and costly 

collection of jewels owned by an acquaintance. 

Fac similes of some of the world's famous stones may 
be borrowed from some jeweler, and prove very instruct- 
ive, 

15. Commercial products in their various stages of 
manufacture. 

16. All kinds of grain in their successive stages of 
growth. 

17. Cross sections of woods showing the different 
grains. 

18. Costumes and utensils used by foreign people. 

19. A natural science cabinet full of interesting infor- 
mation that will suggest charts that may be made by the 
pupils themselves, and may prove even more interesting 
than manufactured ones. 

20. A set for each pupil, of material published by the 
best steamship lines, to be used when tracing an ocean 
voyage. 

21. Guide books to a few of the most important and 
interesting cities. 

22. Several geographical games. 

Commercial Geography. 

The study of commercial geography is essential to the 
pupil because industrial rivalry and commercial competi- 
tion are potent factors among civilized nations. 

Commercial life deals with agriculture, manufacturing, 
mining and commerce. It is not essential that the pupil 



146 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

should know the dry facts of commerce, but it is necessary 
that he have knowledge of the comparative commercial 
importance of leading countries, their interrelation, and 
the reasons for this, so far as geography bears upon the 
subject. 

He should also understand the subject of domestic and 
foreign transportation as it is carried on both by land 
and water. 

To aid people commercially and to make them more 
intelligent, government, weather, harbor and topographic 
maps are sent out by the government. The progressive 
farmer has the condition of the weather telephoned to 
him that he may govern himself accordingly. 

The eastern railroad lines depend upon these reports 
to such an extent that they do not start their heavy 
.freights for the west if a severe storm is prophesied. 

Physical Geography. 

Physical geography should be studied because vital 
political and commercial geography grow out of and 
depend upon it. 

Boundary lines are of two kinds, natural and artificial, 
the one permanent, the other temporary, and they have 
affected the nation's life in separating or failing to sepa- 
rate, peoples. 

Physical geography determines largely the animal and 
vegetable life native to a region. 

In studying noted ancient cities it is observed that 
their location was in fertile regions and that some kind 
of food grew abundantly in that place. 

Political Geography. 

The child should study political geography to learn 
concerning : 



I 



AND AIDS IN ELEMENTARY INSTRUCTION. 147 

1. Boundaries which are artificial and have been estab- 
lished by man's agency. 

2. The comparative size of the divisions of a country. 

3. The government of a people. 

4. The density, the increase and the centers of the 
population of a country. 

5. The nationality which predominates in the entire 
community or in certain portions of it. 

Relation of Geography to History. 

The two subjects, geography and history, are so inter- 
related that it is difficult to separate them. It is impossi- 
ble to comprehend history without studying its geograph- 
ical setting, for, owing to influences exerted upon them 
by the natural features of the country in which they 
exist, nations have risen or fallen or developed certain 
typical characteristics. 

In the following material given under Reasons for the 
Supremacy of the United States, the Appalachian Moun- 
tains, Cities and Industries, Indian Trails and A Few 
Points on the Civil War, the geographic influence upon 
history has been strongly marked. 

Reasons for the Supremacy of the United States. 

That the United States reigns supreme in the western 
hemisphere is unquestioned. 

What are the reasons for this supremacy? 

How came it to be so great a power? 

In its practically isolated geographical position may 
be found the answer to these questions. 

Its boundaries on the east and west foster its inde- 
pendence and are preventive of strife with other nations. 

On the east its connections with Europe are such that 
it has been styled the ''Maritime doorkeeper." 



148 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

On the west it is in close communication with the 
coast of South America; on the south with the Gulf of 
Mexico, and is recognized as a Caribbean power. 

Because of the boundless space contained within its 
borders, advanced methods of transportation have been 
evolved, until, whether the typical American rides upon 
surface, elevated, subway or steam cars, or upon ocean 
liners or battleships, he is conveyed by the most improved 
means known to the scientific world. 

Its latitude conduces toward a vigor and energy not to 
be found elsewhere among the inhabitants on the hemi- 
sphere. These characteristics of its people, combined 
with freedom from foreign wars, have given opportunity 
for development along scientific and industrial lines. 

Since there were many large rivers to be spanned, this 
country invented, experimented and improved until 
today it stands the acknowledged bridge builder of the 
world. 

How could it be otherwise than the dominating power 
of the new hemisphere ? 

From its state of absolute dependence upon the mother 
country, it became: 

1. The most important power in the western hemi- 
sphere. 

2. An ocean power. 

3. A recognized power in the world. 

The Appalachian Mountains. 

When the first settlers came to America, they located 
near the shore, and because of the ''continental build '^ 
of the country, were limited to a certain portion of the 
land. 

The Appalachian mountains formed a barrier which 
separated them from the middle and western portion of 



AND AIDS IN ELEMENTARY INSTRUCTION. 149 

the United States and consequently they were limited to 
the "tide water region" of the Atlantic coast. As the 
inhabitants increased, there was not room for them to 
expand and the population became denser, which always 
means strength. 

Glacial action in the New England states had left the 
soil in such condition that much hard work had to be 
done before the land was ready for tilling. 

In consequence of the dense population, the arable 
land was soon exhausted and of necessity attention was 
turned to other occupations. Thus from a farming peo- 
ple they became a population of manufacturers and to 
the present time continue to hold pre-eminence as the 
manufacturing section of the United States. 

Because they were isolated, there was more of com- 
munity of interest than there would otherwise have been. 
The geographical conditions, the climate, the soil and the 
modes of life were so vastly different in England and the 
colonies that it caused great divergence in their political 
and social ideas. The distance that lay between them 
made England's control all the more difficult. If trouble 
arose between the two nations, it took so long for com- 
munication that by the time report reached England and 
word was returned to America, either the affair had died 
out completely or rebellion had developed to such a 
degree that the breach between the two had widened 
visibly. 

The Mohawk Gap. 

Had there been no Appalachian barrier, or had this 
mountain wall been continuous throughout its entire 
length, it is difficult to foretell how history might have 
shaped itself. 

As it is there are two important breaks in its continuity, 



150 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

and the history of the famous Mohawk and Cumberland 
Gaps is of paramount importance in the middle and great 
West. 

The part of the Mohawk Valley, interesting from the 
historical standpoint, consists of a trench nearly 100 
miles long, which is in reality a vast gap 1,500 to 2,000 
feet deep, extending from Schenectady to the city of 
Rome in central New York. 

Its presence is due to three causes : 

I. Long continued disintegration of a belt of destruct- 
ible rock. 

II. Entrance into this section of an ice sheet, which 
overrode it. 

III. The former drainage of the Great Lakes before 
their diversion to the present course. 

The city of Rome is situated near the watershed between 
the St. Lawrence and Hudson river systems. 

At this place the waters part and those belonging to the 
St. Lawrence system enter Lake Ontario. 

When this gateway was passed the path was clear to 
the great west, and over it population surged, peopling 
and possessing the land to the Pacific coast. In early 
times the balance of trade in the Atlantic region went 
to Philadelphia, whereas now it goes to New York City. 

That New York City and not Philadelphia controls 
the commerce of the eastern section of the United States 
today, by means of its harbor, its six railroads and the 
Erie canal, and has become the metropolis of our country, 
is due in great measure to the presence of the Mohawk 
Gap. 

The Cumberland Gap. 

Where the states of Virginia, North Carolina and Ten- 
nessee converge, is found another break, famous in the 
early history of America. This is called the Cumberland 



AND AIDS IN ELEMENTARY INSTRUCTION. 151 

Gap, and because of its existence a climb of nearly a 
thousand feet in going over the mountains, is saved. 

It is believed by physiographers that the softer shales 
and limestone were ''etched out," leaving harder masses 
as mountains on either hand. 

Through the Cumberland Gap went Daniel Boone, the 
hunter — yet more than hunter, for he was one of the 
founders of a new nation, as he and his company blazed 
a path as famous as the Gap itself, the Wilderness Road. 

Over this road a ceaseless procession of men, women 
and children passed, with their faces turned westward 
toward new and untrodden fields. 

A Few Points on the Geography of the Civil War. 

The events of the Civil war are great historic facts, 
but thoughtful consideration will show that geography 
played no minor part in this great struggle. 

That slavery flourished in the south was due partly to 
geographical conditions; that it did not flourish in the 
north was due in part to the same cause. 

Mill says, "The Southern coastal plain is chiefly re- 
sponsible for the grievous affliction of slavery that so 
long blighted the southern states and poisoned the whole 
country. ' ' 

Mountains, rivers, bays, coast line and swamp land, all 
were prominent features in the war of the Rebellion. 

At first thought, mountains may be considered huge 
barriers to an advancing army, but passes may become 
the natural highway for troops of warriors. Caves, rocky 
fastnesses and strongholds may be used to conceal armies 
and to protect from attack. Movements of the enemy 
may be clearly seen from their heights and from this 
vantage ground opportunity may be given for making 
sudden descents or for beating hasty retreat. 



152 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

Mountain, valley and pass have had an important bear- 
ing not only upon the history of our country, but are said 
to have figured conspicuously for the past twenty-five 
years in the British Councils of India. 

In the southern mountain life there was no place for 
the negro, so he worked in the valley, and when war 
came the mountain sections were opposed to slavery, 
while the valleys upheld the institution. 

Rivers were more effectively used than railroads during 
the war, because the latter could be torn up and destroyed 
easily by the enemy's ranks. That these were the routes 
generally employed for communication, is apparent from 
the names borne by the Federal troops — ^'Army of the 
Potomac," ''Army of the James," "Army of the Cum- 
berland," Army of the Tennessee." It has been said 
that perhaps in no other war have river routes been so 
widely used. 

In the case of the Mississippi, its peculiar construction 
is of such nature, that only here and there are found 
places capable of strong fortification and so the points 
of attack were of necessity far between. When the city 
of Memphis was captured, the Mississippi was opened 
as far as Vicksburg, a distance of four hundred miles, 
but the latter place, surrounded by bluffs on three sides, 
long resisted attack and became for some time one of 
the problems of the war. 

The cities on the coast line were often protected from 
the enemy's attack because they were situated near deep 
hays or estuaries. Island fortifications and swamp land, 
also frequently protected from invasion. 

Cities and Industries. 

The first towns in the United States were situated near 
rivers because the settlers feared the depredations of the 
Indians. 



AND AIDS IN ELEMENTARY INSTRUCTION. 15S 

The instruction given to the Jamestown settlers was to 
select a site at the inner end of long, narrow inlets, so 
that they might be free from the inroads of neighboring 
colonies, just as some of the cities along the Mediter- 
ranean were similarly located with reference to protection 
from pirates. If a city was situated near a river, it could 
communicate with the interior and could also carry on 
trade with the mother country. This was often the 
determining influence in location. The largest towns 
thus sprang up where they were situated at a junction 
between sea and inland, where the harbor was deepest for 
ships to land and where the most varied avenues of com- 
munication were available. 

The seaport town grows because it has the best and 
cheapest mode of transportation — namely, the ocean. 

But besides this, it must communicate with a large area 
of country upon which it depends for its productions. 

The presence of water in early days determined the 
location of many manufacturing cities, but since it has 
been superseded by steam and electricity this is not so 
necessary as formerly. 

An invigorating climate, that imparts energy and im- 
petus to manufacture, has aided in the rapid development 
of cities. 

When the Revolution ended, cities began to develop 
along industrial lines, and growth was most rapid where 
the soil was richest, the geographical conditions most 
favorable, and the portion of tillable land limited. 

In her work on American History and Its Geographic 
Conditions, Ellen Semple says there are three great areas 
of the United States in relation to cities: 

1. A highly developed industrial area in New England 
and the middle states. 

2. Mississippi Valley area. 



154 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

3. The Great West. 

In this age of industrialism, manufacturing centers are 
becoming more and more prominent. 

The factors necessary to build up such cen t^ers are : 

1. Abundance of material. 

2. Fuel. 

3. Water-power. 

4. Capital. 

5. Labor. 

6. Varied avenues of communication not only with 
parts of this country, but also with Europe. 

The typical interior American city of today: 

1. Collects. 

2. Produces. 

3. Distributes. 

Why does St. Louis have the largest hardware house 
in the world? 

Because it is surrounded by a wide territory of farming, 
mining and grazing interests, which demand hardware 
more than any other commodity. • 

Indian Trails. 

Savage tribes and wild animals have usually sought 
out good camping grounds and natural highways, long 
before civilized man has appeared. 

In early days the Iroquois made their own in western 
New York what was considered to be the most com- 
manding military position in the eastern part of North 
America. 

Indian trails have played an important part in the 
country's history. Of these, two deserve mention, the 
Oregon and the California. These have been the ones 
chosen by warriors, or by those conducting expeditions 



AND AIDS IN ELEMENTARY INSTRUCTION. 155 

such as that made by Lewis and Clark, or by the gold 
seekers going to California. 

A locality in and of itself may not be of special inter- 
est, but if it is the stage of some historic scene, whose 
actors have been prominent, unusual importance attaches 
to it. 

A great fact makes a place noted, not the place the 
fact, but the two are so interwoven as to be incapable of 
separation. The following topics will serve to illustrate 
these truths: 

Forefathers' Rock. 

Why is Forefathers' Rock of such historic interest to 
all Americans? Is it because of its unusual shape, size 
or beauty? Had it chanced that the Pilgrim Fathers had 
landed a little farther up or down the coast or that Mary 
Allerton had first set foot on some other rock, the name 
conned by every schoolboy, which name Montgomery 
says ''fills a greater place in American history than any 
other rock on the continent, for Plymouth Rock is the 
stepping stone of New England" — would have no fame 
beyond its immediate locality, and would have been 
marked by no monument for its preservation. 

Pike's Peak. 

Pike's Peak, with its wonderful, everchanging lights 
and shadows, "the historic landmark of the Rockies," 
a place visited by celebrities of both continents, as it 
towers in majestic beauty and grandeur far above its 
sister peaks, is greatly enhanced in interest in our eyes as 
the career of the man whose name it bears is learned. 
A huge boulder, erected on the one hundredth anniver- 
sary of its discovery, bears this inscription: 

"General Pike was born at Lamberton, now Trenton, 



156 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

New Jersey, January 5, 1779, and died April 21, 1813, 
after a victorious attack on York, later Toronto, Canada ; 
aged 34 years, 3 months, and 22 days. Buried at Madison 
Barrack, New York." On another side of the boulder is 
chiseled, "General Pike enlisted as a cadet in his father's 
regiment in 1794 at the age of fifteen years. Appointed 
ensign in 2d infantry, March 3, 1799 ; 1st lieutenant, April 
24, 1800; transferred to 1st infantry, April, 1802; pro- 
moted to captain August 12, 1806; to major May 3, 1808; 
to lieutenant-colonel July 6, 1812; to brigadier-general 
March 12, 1813." On still another side is found, ''Zebulon 
Montgomery Pike first saw the peak that bears his name 
November 15, 1806. On November 27th he abandoned his 
attempt to ascend to its summit." 

In a prominent place in the city stands a life-sized 
statue of the man whose name has been perpetuated. 
His youthful, enthusiastic face and figure have spoken 
louder than words to thousands of tourists who have 
viewed them. 

His right hand is extended as though pointing toward 
the goal he fain would have reached, but of which he said, 
"I believe no human being could have ascended to its 
pinnacle. ' ' 

In the left hand he bears hat and sabre, and his whole 
attitude, every lineament of his face, each fold of 
drapery, all the lines of his body, speak to the beholder 
and urge him onward and upward as with spirited strides 
the soldier seems to be pressing on from crag to crag to 
reach lofty heights. 

Tarry-Town-on-the-Hudson. 

Beautiful Tarry-Town on the Hudson is perhaps no 
more charming than many another city found along its 
far-famed banks. 



AND AIDS IN ELEMENTARY INSTRUCTION. 157 

But Sleepy Hollow, the old Dutch Church and the 
Spring are all classic because of the spirit of the man 
whose home, far from the cities' turmoil and strife, was 
beside the shores of this river; a man whose tales have 
made this spot forever famous and whose memory the 
inhabitants revere to this day as they show the house 
where Washington Irving lived, the tablet erected to his 
memory in the church, the pew which he occupied and 
the simple stone marking his resting place, and tell of 
the unusual honors which were show^ered upon him, and 
the rare virtues which made him beloved not only as a 
famous writer but as a humane and kindly man. 

Cheyenne Mountain. 

Cheyenne Mountain was distinguished in no particular 
way from the group of peaks among which it stands, until 
immortalized as the favorite haunt of Helen Hunt Jack- 
son, who, within sound of the music of the Seven Falls, 
wrought out chapter by chapter that fascinating story 
of Indian wrongs — Ramona. 

In this same mountain her sacred dust reposed, her 
resting-place marked only by the heap of stones gathered 
from the mountain side, until her grave was so dese- 
crated by enthusiastic admirers that her remains were 
of necessity removed to its final resting-place in the 
cemetery. 

A Great School. 

A town may be small, uninteresting and lacking in 
many of the natural resources that render it attractive, 
yet if it be the seat of a great school, whether academ3^ 
normal school, college or university, it becomes a notable 
place and lives forever in the hearts of thousands who 



158 A GUIDE TO THE TEACHERS MASTERY OF TEXTS 

have gathered inspiration within its walls and upon whom 
its influence has been shed. 



The authorities consulted were : 

American History and Its Geographic Conditions — 
Ellen Churchill Semple. 

Geographic Influences in American History — Albert P. 
Brigham. 

Special Method in History— Charles A. McMurry. 



AND AIDS IN ELEMENTARY INSTRUCTION. 159 



CHAPTER XXI. 
QUESTIONS ON GEOGRAPHY. 

1. What does the study of geography include? 

2. In what grade should it first be taught? 

3. What may be made its basis? 

4. Where may helpful suggestions for these preparatory 

steps be found? 

5. How long should oral lessons be given? 

6. What is the difference between nature study and 

geography? 

7. Should a series of lessons be given in the text before 

the child is ready for the book? 

8. When begin the study of the geographical text? 

9. Should the child read the beginning lessons in the 

recitation period? 

10. How may physiography be made a basis for the 

study of a country ? 

11. What subjects may be correlated with geography? 

12. How would you correlate in studying a subject like 

cotton? 

13. What studies give the child a better understanding 

of geography? 

14. AVhat subjects depend upon geography for a better 

understanding ? 

15. What is the educational value of the subject of 

geography? 

16. Can "culture value" be gained from geography? 

17. Should it be a memory study? 

18. Should it be a study of relations, causes and effects? 



160 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

19. Should it be made an inductive or deductive study? 

20. Should geographical forms be developed before the 

text is studied? 

21. What forms may be taught? 

22. Hovr may further investigation be stimulated? 

23. Should lessons be assigned in the order of the text? 

24. Who should formulate the definitions in geography? 

25. In which part of geography v^ould the most defini- 

tions be found? 

26. What is meant by the spiral system in geography? 

27. What part does the dictionary play in the study of 

geography? 

28. Of vrhat value is the encyclopedia in this branch of 

study? 

29. What place do periodicals occupy in this subject? 

30. What periodicals are helpful in this study? 

31. Why does the teacher of geography consider it neces- 

sary to keep posted on current events? 

32. Where may historical and literary geographical ref- 

erences for outside reading be found? 

33. What relation does astronomy bear to geography? 

34. Where are the largest observatories in the United 

States located? 

35. Where are observatories found in the state? 

36. What are the equipments necessary for an observa- 

tory? 

37. What use could be made of the astronomical tele- 

scope in connection with geography? 

38. Of what value are olgocts in this study? 

39. What are the difficult subjects in geography? 

40. What are good texts in geography? 

41. What is meant by types? 

42. What geographies make a feature of types? 



AND AIDS IN ELEMENTARY INSTRUCTION. 161 

43. What peak would you select for a typical study of 

mountains ? 

44. What valley? 

45. What river? 

46. What coast? 

47. What prairie? 

48. What is chalk modeling? 

49. Of what value is it? 

50. In what grades may it be used? 

51. Does it lead to misconceptions in regard to heights 

and depths? 

52. What is the best text on chalk modeling? 

53. Of what value is the sand table? 

54. For what may it be used? 

55. For what may sand pans be used? 

56. What are the comparative advantages of sand table 

and sand pans? 

57. What is the cost of the sand pan? 

58. In what grade should the child begin to draw maps ? 

59. AVhat ones should he draw in the beginning work ? 

60. Of what different materials may maps be made by 

pupils ? 

61. In what grades may dissected maps be used to ad- 

vantage ? 

62. In what grades may products be located on stencil 

maps? 

63. What is a weather record? 

64. Where may they be found? 

65. How may they be kept ? 

66. Of what value to the child are excursions? 

67. Of what value are they to the teacher ? 

68. Where may they be taken? 

69. AYhat should be the teacher's preparation for the 

event ? 



162 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

70. How may definite results be obtained? 

71. What do pupils need for the excursion? 

72. For what may these trips be made the basis? 

73. Of what should the recitation following the trip 

consist ? 

74. Why are such trips criticised? 

75. How may these objections be overcome? 

76. What are good references on the subject of excur- 

sions ? 

77. Should any subject be eliminated from the study of 

geography? 

78. If so, what? 

79. Should the child memorize the capitals of states? 

80. What intellectual equipment was considered neces- 

sary years ago for a teacher in geography? 

81. What is deemed necessary for the specialist today? 

82. What equipment in the line of apparatus was for- 

merly deemed essential? 

83. What are the demands for apparatus today? 

84. How may this equipment be obtained? 

85. How may a volcano be represented? 

86. Where may a county map be obtained? 

87. Why is not the study of geography a ''fixed" study? 

88. Of what value is commercial geography? 

89. What is the prominence of this subject today? 

90. Why should physical geography be studied ? 

91. Why should political geography be studied? 

92. What is the relation of history to geography? 

93. What effect has isolation upon a country? 

94. What effect has its isolated position upon the United 

States? 

95. What bearing upon its supremacy has the geograph- 

ical position of the United States? 



AND AIDS IN ELEMENTARY INSTRUCTION. 163 

96. What effect did its long distances have upon in- 

ventions in modes of conveyance? 

97. What rank has it attained in bridge construction! 

98. After separating from the mother country, to what 

prominence did it attain? 

99. Of what rank is it today? 

100. What influence had the Appalachian mountains 
upon the history of the United States? 

101. What effect had the Mohawk Gap upon settlement 
west of the Appalachians? 

102. What city owes its prominence to the Mohawk Gap? 

103. What effect had the Cumberland Gap upon western 

settlement? 

104. Why did slavery flourish in the South? 

105. AVhat part did mountains play in the history of 

the Civil war? 

106. Of what service were rivers at this time? 

107. What shows this? 

108. Where were the first towns founded in the United 

States? 

109. What instruction was given to the Jamestown 
settlers ? 

110. Why? 

111. What factors determine the location of cities? 

112. Where did the largest towns spring up? 

113. What advantages does a city situated near a river 
possess? 

114. Why does the seaport town grow? 

115. How does an invigorating climate influence in the 

location of a town? 

116. What factors are necessary in building up the 
industrial city? 

117. For what is the typical interior city of today a 

point ? 



1G4 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

118. Why does St. Louis have the largest hardware 
house in the world? 

119. What are the three great city areas of the United 

States? 

120. What effect did the Indian trails have upon the 
history of the country? 

121. What is the relation between place and event? 

122. Why is Forefathers' Rock so noted? 

123. What makes Pike 's Peak interesting from the stand- 

point of history as well as geography? 

124. Why is Tarry-Town-on-the-Hudson of interest? 

125. What makes Cheyenne mountain especially inter- 

esting? 

126. Why is the town or city containing a great school 

of interest? 

127. AVhat bearing has the intellectual atmosphere of 

the home upon the child's geographical knowledge? 

128. How was this atmosphere created? 

129. Can the concentrated study obtained from the child 
in mathematics be exacted from him in geography? 

130. Can the same degree of mental discipline be ob- 
tained from the study of geography as from math- 
ematics ? 

131. What is the most valuable thing to be gained from 

the study of geography? 

132. What periodical is most helpful to the teacher of 

this branch? 

133. Where may lantern slides suitable for geographical 
use be obtained ? 

134. When is the best period for the geography reci- 
tation ? 

135. What devices are there in the study of geography? 



AND AIDS IN ELEMENTARY INSTRUCTION. 16f 



CHAPTER XXII. 

OUTLINE FOR THE STUDY OF GEOGRAPHICAL 
TEXTS. 

V. Preface. 

a. Number of pages? 

b. Comparative length? 
e. Main heads? 

d. Are they definitely brought out in blacker type 1. 

e. Comprehensive ? 

f. Does it state the author's plan in the arrange- 
ment of material? 

g. Does it give his reasons for such arrangement 1 
h. Does it contain acknowledgment of aid? 

i. Does it contain names of critics? 

VI. Introduction. 

1. Number of pages? 

2. Comparative length? 

3. Acknowledgment of aid? 

4. Names of critics? 
Vn. Contents. 

1. Length? 

2. Number of lessons? 

3. Divided into parts? 

4. What are the principal heads? 

5. Does it contain only main heads? 

6. Does it contain details? 

7. Is there logical sequence of thought? 
VIII. Suggestions to Teachers. 

1. Where found? 



166 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



IX. 



X. 



XI. 



XII. 



2. 


Is the number sufficient? 


3. 


Are they helpful ? 


Material. 


1. 


Inductive ? 


2. 


Deductive? 


3. 


Composed of statements to be memorized? 


4. 


Is the child led to reason, compare and general- 




ize for himself? 


5. 


Arrangement 




a. Logical? 




b. Illogical ? 




c. Topical ? 




d. Spiral? 


6. 


Attractive ? 


7. 


Conversational narrative? 


8. 


Up to date. Does it contain knowledge of our 




recent possessions? 


9. 


Is it true to the instincts of childhood? 


10. 


Does it stimulate to further investigation? 


11. 


Difficult? 


12. 


Too difficult? 


13. 


Not sufficiently difficult? 


Division into Lessons. 


1. 


Well divided? 


2. 


Poorly divided? 


3. 


Practically no division made? 


Grading of Lessons. 


1. 


Well graded? 


2. 


Poorly graded? 


Reviews. 


1. 


Comparative number ? 


2. 


How often found? 


3. 


Do they contain important features? 


4. 


Do they contain non-important details? 



AND AIDS IN ELEMENTARY INSTRUCTION. 167 

5. Material presented as in previous lessons ? 

6. New view of an old subject? 

7. Good? 

8. Poor? 

XIII. Summaries. 

1. Comparative number? 

2. Contain essentials? 

3. Contain non-essentials? 

XIV. Questions. 

1. Comparative number? 

2. Testing? 

3. Provocative of thought ? 

4. Logical sequence? 

5. Where found? 

6. On map? 

7. On text? 

8. Which predominate? 

XV. Explanations. 

1. Comparative number? 

2. Lengthy? 

3. Short? 

4. Clear? 

5. Confusing ? 

6. Adequate ? 

XVI. Definitions. 

1. Comparative number? 

2. Lengthy? 

3. Concisely worded? 

4. Printed in italics? 

o. Printed in blacker type? 

6. How reached 

Inductively ? 
Deductively? 

7. In which part of the book do they predominate ? 



168 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

XVII. Suggestions to Pupils. 

1. Comparative number? 

2. Helpful? 

3. Where found? 

XVIII. Foot-notes? 

XIX. Illustrations. 



XX. 



XXI. 



1. 


Quality? 


2. 


Half-tone? 


3. 


Educative ? 


4. 


Printed clearly? 


5. 


Attractive ? 


6. 


Colored? 


7. 


Of modern life? 


8. 


Number as compared with maps, 




diagrams ? 


9. 


Especially prepared for the text? 


10. 


From what source obtained? 


Charts. 


1. 


Sufficient number? 


2. 


Good? 


3. 


Poor? 


Maps. 


1. 


How many kinds are there? 


2. 


Large ? 


3. 


Small? 


4. 


Contain only essentials? 


5. 


Details? 


6. 


Clearly printed? 


7. 


Do they show U. S. dependencies? 


8. 


List of maps? 


9. 


Suggestions for map drawing? 


10. 


Artistic ? 


11. 


Are they well paged? 



charts and 



AND AIDS IN ELEMENTARY INSTRUCTION. 169 

XXII. Diagrams. 

1. Number? 

2. Of what nature? 

XXIII. Pronunciation of difficult words. 

1. Number of pages? 

2. Important words? 

3. Adequate number? 

XXIV. Authorities for pronunciation quoted? 

XXV. Size of print. 

1. Large? 

2. Small? 

3. Is there difference in type? 

XXVI. Collateral reading. 

1. Number of pages? 

2. Divided into subjects? 

3. Refer to lessons or sections? 

4. Where found? 

XXVII. Appendix. 

1. Number of pages? 

2. Contents? 

3. Unusual features? 

XXVIII. Reference tables. 

1. Space given? 

2. Adequate? 

XXIX. Tables of Statistics. 

1. Number? 

2. Where found? 

XXX. Special Study of Iowa. 

1. Text? 

2. Maps? 

XXXI. Index. 

1. Number of pages? 

2. Alphabetically arranged? 



170 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



XXXII. Unusual features of book? 

XXXIII. For what age? 

XXXIV. For what grade? 

XXXV. Favorable criticisms? 

XXXVI. Unfavorable criticisms? 

XXXVII. Problems before the teacher? 

XXXVIII. Psychological aspect of text? 



AND AIDS IN ELEMENTARY INSTRUCTION. 171 



CHAPTER XXIII. 

REVIEW QUESTIONS ON GEOGRAPHICAL TEXTS 
EXAMINED. 

1. Which book is the most convenient shape? 

2. AVhich is the oldest? 

3. Which is the most recent? 

4. Which has the longest preface? 

5. Which the shortest? 

6. Which contains the best preface ? 

7. Which texts have been criticised by geographical 

experts ? 

8. Which make acknowledgments? 

9. Which author welcomes suggestions and criticisms? 
10. Which contains the best table of contents? 

il. Which has the principal heads of the table of con- 
tents brought out in blacker type? 

12. Which has the principal heads of minor topics in 

blacker type? 

13. Which contains the best aids for teachers? 

14. Which are inductive in their plan? 

15. Which deductive? 

16. Which are constructed upon the topical plan? 

17. Which upon the spiral? 

18. Which is based upon modern pedagogical theories? 

19. In which is man the central thought? 

20. Which emphasizes the causal notion in teaching 

geography? 

21. Which has prepared material along the lines recom- 

mended by the committee of fifteen? 



172 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

22. Which emphasize types? 

23. Which emphasize commercial geography? 

24. Which presents material in a conversational form? 

25. Which strive to incite the pupil to outside study? 

26. Which contains the best treatment of our foreign 

possessions? 

27. Which has foreign possessions in the front of the 

text? ^ ;;: , :i:iL 

28. Which uses the term "Eurasia?" 

29. Which has the material most logically arranged? 

30. Which is the most difficult text? 

31. Which is too difficult? 

32. Which has the lessons well divided? 

33. Poorly divided? 

34. Which makes no division into lessons? 

35. Which has the lessons well graded? 

36. Poorly graded? 

37. Which has the best reviews? 

38. Which has the best review of North America? 

39. Which has a review of the United States as com- 

pared with other countries? 

40. Which has a comparison of the continents ? 

41. Which have summaries? 

42. Which has the best summary ? 

43. Which contains many questions? 

44. Which comparatively few? 

45. Which has testing questions? 

46. Which have those provocative of thought ? 

47. In which are there the best ciuestions? 

48. In which do questions on the text predominate? 

49. On the maps? 

50. Which has the best explanations? 

51. In which are the definitions set off separately by 

themselves ? 



AND AIDS IN ELEMENTARY INSTRUCTION. 173 

52. In which are they merely a part of the fund of 

information ? 

53. Which has the entire definition in blacker type? 

54. Which has simply the principal word of the definition 

in blacker type? 

55. Which has the best definitions? 

56. Which has the best suggestions to pupils? 

57. Which has foot notes? 

58. Which has the best illustrations? 

59. The least attractive? 

60. Which have the half-tone illustrations? 

61. Which seem the most up-to-date? 

62. Which has the largest number of modern illustra- 

tions ? 

63. In which are they prepared especially for the text? 

64. In which are pictures of animals placed upon the 

map in the section of the country where they 
habitate ? 

65. In which is there a grouping of pictures of the same 

kind, e. g., mountains? 

^Q. Which contain illustrations of lighthouses and the 
range of the visibility of lights? 

67. Which has highly colored illustrations? 

68. Which contains an illustration of the compass? 

69. In which is a diagram of the cotton-gin? 

70. Which has a view of the stars through the telescope ? 

71. Which has the best charts? 

72. Which has the best physical maps? 

73. Which the best political? 

74. Which the best commercial ? 

75. Which the best relief? 

76. Which has a key to the relief maps? 

77. In which are drawings which have passed under an 

expert in cartography? 



174 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

78. Ill which are the maps indicated as political, physi- 

cal, commercial and relief? 

79. AVhich has the least attractive political maps? 

80. Which the least attractive physical maps? 

81. AVhich the least attractive relief maps? 

82. Which contains the best list of maps? 

83. Which has the best directions for map drawing ? 

84. Which has the largest maps? 

85. Which the smallest? 

86. Which contain many details? 

87. Which few details? 

88. Which has maps in the body of the text containing 

89. Which maps have the names of cities printed ac- 

cording to the population? 

90. Which have a state included for comparative area? 

91. In which are the maps well paged? 

92. Which has a page containing maps of all the de- 

pendencies of the United States? 

93. Of the most important steamship lines? 

94. Which have a commercial map of the world? 

95. Which contains enlarged maps of harbors? 

96. In which maps are land heights and water depths 

shown ? 

97. Whose imprint on maps corresponds to the sterling 

mark on silver? 

98. Which has the best diagrams? 

99. Which have a weather record? 

100. Which quote authorities for pronunciation ? 

101. Which has the best pronouncing vocabulary? 

102. Which has the best print? 

103. Which has practically uniform type throughout? 

104. Which has the best paper? 



AND AIDS IN ELEMENTARY INSTRUCTION. 175 

105. Which have collateral reading in a section by itself? 

106. Which have collateral reading at the close of the 

chapters ? 

107. Which has the best collateral reading? 

108. Which texts include an appendix? 

109. Which elementary texts do not include an ap- 

pendix? 

110. Which has the best appendix? 

111. Which have reference tables? 

112. Which include a special study of Iowa? 

113. Which has the best treatment of the geography of 

Iowa ? 

114. Which books have manuals? 

115. Which have the cross index? 

116. Which has important topics very fully worked out 

in the index? 

117. Which has the best index? 

118. Which would you enjoy teaching most? 

119. Which least? 



17G A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



CHAPTER XXIV. 

PROBLEMS WHICH CONFRONT THE TEACHER OF 
GEOGRAPHY. 

1. To see in the beginning work that the pupil gets the 

thought from the printed page. 

2. To teach thoroughly home geography. 

3. To teach the young pupil only what he can under- 

stand and postpone more difficult points till later 
in the course. 

4. To give him the experiences upon which all geogra- 

phy is based. 

5. To enlarge his experience and give him an idea of 

things outside his own locality. 
G. To cause him to see the relation of geography to 
human life and comfort. 

7. To keep in view the leading or important facts. 

8. How best to teach the difficult subjects in geography. 

9. To increase the pupil's power to reason and think. 

10. To lead him to see the relation between physical 

features and political divisions. 

11. To teach him to use good judgment in drawing con- 

clusions. 

12. To teach him to draw logical conclusions. 

13. To make vivid descriptions. 

14. To make clear explanations. 

15. To produce accurate, definite, individual notions. 

16. To aid the pupil in understanding definitions. 

17. To enable him to interpret definitions in terms of 

his own experience. 



AND AIDS IN ELEMENTARY INSTRUCTION. 177 

18. To assist him in formulating definitions. 

19. To know what old ideas to recall as foundation for 

new knowledge. 

20. To cause the pupil to see the relation between old 

and new topics. 

21. To give him a realization of the value of things. 

22. To help him to gain correct ideas from illustrations. 

23. To lead him to understand the use and value of maps. 

24. To lead him to see quickly the essential points on a 

map. 

25. To teach him to draw maps well. 

26. To lead him to recognize the familiar in pictures or 

lessons. 

27. To teach chalk modeling so that the pupil will use 

blackboard illustration freely. 

28. How to stimulate to further investigation. 

29. To urge the pupil to search for historical and literary 

references. 

30. To teach him to be observant of articles that appear 

in periodicals relative to geography. 

31. To teach the use of the encyclopedia and dictionary 

in connection with the subject. 

32. To interest the pupil in taking such possible excur- 

sions as will be helpful in geographical work. 

33. How to conduct an excursion successfully. 

34. How to obtain definite results from an excursion. 

35. How to overcome objections to them. 

36. How to use the sand table and sand pans to advan- 

tage. 

37. How to correlate other subjects with geography in 

a judicious manner. 

38. How to make the correlation between History and 

Geography especially strong. 

39. In what order to assign lessons. 

12 



178 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

40. To gather material of all kinds that will make the 

study of geography as broad as possible. 

41. How to procure material for a cabinet. 

42. How to use this material to the best advantage. 

43. To learn where to obtain helps. 



PART V. HISTORY. 



CHAPTER XXV. 

Questions on McMurry's Special Method in History. 

1. What is the educational value of history? 

2. At what age would it be psychological to suppose 

that a child would be interested in history? 

3. Before the serious study of history is attempted, 

what is the first historical direction the child's 
mind takes? 

4. What seven exclusions would the author make for 

grammar grade history? 

5. What are the reasons for each exclusion? 

6. What subjects are better understood through the 

study of history? 

7. What epochs have marked attractiveness for young 

people? 

8. Which topics show continuous development? 

9. What four reasons are gi\en why American history 

has an educative value? 

10. AYhat place should be given to the stud.y of European 

as compared with American history? 

11. What epochs of European history should be studied? 

12. What characters of European history who have 

taught the world commanding lessons should be 
studied ? 

13. Why should the pupil study biography? 



180 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

14. What biographies should he study? 

15. What biographies should be selected which sum up 

important political events? 

16. How may all the important events of an entire 

period be brought out through the study of one 
man's life? 

17. What life would you select for such study? 

18. Why is unusually rich material in the way of biog- 

raphies found in our nation? 

19. What studies preparatory to history should be taught 

in the three Primary grades? 

Fourth and Fifth Grades. 

20. In what grades should the regular course in history 

begin? 

21. What two considerations should control in selecting 

material for study? 

22. What background should be kept clearly in mind? 

23. What portion of history is best suited to beginners? 

24. Why? 

25. What two limits should be observed in selecting 

stories for these grades? 

26. How does the pioneer history of our country com- 

pare with that of other countries? 

27. Has pioneer life in this country ended? 

28. AVhat are four reasons why children should not be 

left to themselves in selecting history stories? 

29. How should history stories be presented in the fourth 

and fifth grades? 

30. What should be taken into consideration when choos- 

ing a story? 

31. What are the advantages of the oral treatment of 

the story? 



AND AIDS IN ELEMENTARY INSTRUCTION. 181 

32. What qualities does the teacher employ in present- 

ing the story? 

33. Of what value is a vivid imagination in the teaching 

of history? 

34. How can a pupil be made to re-live the past? 

35. Why is it of value in story telling to know the 

experiences through which the town in general 
and pupils in particular have passed? 

36. Into what should the story be divided? 

37. How should they be arranged? 

38. Why ask pupils questions during the presentation? 

39. Why stimulate pupils to question? 

40. Why should the pupil reproduce the storj^? 

41. How many reproductions should there be? 

42. What will the reproduction show? 

43. What should the presentation of the story cultivate 

in the pupil ? 

44. What should be the teacher's attitude during the 

reproduction work? 

45. What may the teacher find it necessary to do after 

the reproduction? 

46. Why should an outline of the main topics of the 

story be placed upon the board as the story pro- 
gresses? 

47. Why should outlines of stories presented be kept by 

the pupil? What use should be made of the blank- 
book work here? 

48. How teach the moral lessons to be gained from the 

story ? 

49. Is the moral benefit of a proper teaching of these 

materials clear and positive? 

50. Should a story be repeated in successive grades? 

51. What aids may be employed to enhance the presen- 

tation of the story? 



182 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

52. What stories may be told in the fourth and fifth 

grades ? 

53. In the sixth grade? 

54. In the seventh grade? 

55. In the eighth grade? 

56. What is meant by the pivotal points in a story? 

57. What are six difficulties which confront the teacher 

in presenting the story? 

58. What is the reason for each difficulty presented? 

59. What is meant by a problem in history? 

60. Of what value are these problems to the pupil? 

61. What is meant by the theorizing activity? 

62. What is the comparison between the problems in 

arithmetic and those in history? 

63. How does the mental discipline gained by history 

compare with that gained by mathematics? 

64. What is the teacher's part in connection w4th history 

problems? 

65. W^hat part does geography play in the presentation 

of a story? 

66. Of what value are comparisons in history? 

67. What comparisons may be drawn? 

68. AVhat men's lives may be profitably compared? 

Sixth Grade. 

69. What topics should be considered in the sixth grade 

in history? 

70. Why? 

71. What six reasons are given why the topics selected 

for the sixth grade are not too difficult for the 
pupil ? 

72. What is the epitome method? 

73. Why does the author condemn it? 

74. What should be substituted for it? 



AND AIDS IN ELEMENTARY INSTRUCTION. 183 

75. What lives are worthy of descriptive and dramatic 

treatment ? 

76. Why should a life like that of Benjamin Franklin 

be fully taught? 

77. How should such a biography be treated? 

78. What leading topics from the lives of the common 

people should be studied? 

79. How may a biography of some leading man of the 

times be worked out from the historical stand- 
point ? 

80. Why should chronological and causal sequence be 

observed? 

81. What topics may be so treated? 

82. What is meant by source materials? 

83. Where may they be found? 

84. When should the pupil begin to acquire the ability 

to study different texts and look up references? 

85. What may prove the ruin of history teaching? 

Seventh Grade. 

87. What topics should the seventh grade pupil study? 

88. Why? 

89. Why does care need to be exercised in dealing with 

the subject of the reformation? 

90. In what country should Puritanism be studied? 

91. Why? 

92. In what country should the French be studied? 

93. What is meant by discussing a few important topics 

with a wealth of detail? 

94. What texts are helpful in presenting a few import- 

ant topics and clothing them with a wealth of 
detail? 

95. What is meant by the teacher's being both a phil- 

osopher and a poet? 



1S4 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

96. Why is Burke's Conciliation speech helpful in the 

work for this grade? 

Eighth Grade. 

97. What is the theme of eighth grade history? 

98. What topics bring out this theme? 

99. Why is each of these topics particularly interesting? 

100. What topics have dramatic and picturesque phases? 

101. Should e\ents in history be studied as separate 
facts? 

102. In its broadest sense what is history? 

10;3. Which topics have a continuous, chronological and 
causal sequence? 

104. Which topics may be especially interesting in this 

grade if studied comparatively? 

105. Upon what typical biographies may a large share 

of eighth grade work be based? 

106. AVhy might a study of the biographies of inventors 

be interesting at this point? 

107. What biographies of inventors and scientific men 

may be studied with interest? 

108. Why study the lives of benefactors? 

109. What benefactors should be studied? 

110. What must be the intellectual equipment of the 

successful teacher of history? 

111. What historical material besides that which is 

printed does the Committee of Seven recommend? 

112. How may geography be correlated with history? 

113. How may literature be correlated with it? 

114. How may natural science be correlated with it? 

115. What bearing has manual training upon the teach- 

ing of history? 

116. What bearing has drawing upon the teaching of 

history ? 



AND AIDS IN ELEMENTARY INSTRUCTION. 185 

117. How may historical paintings have a distinct edu- 

cational value in this subject? 

118. AYhen may the pupil begin supplementary reading? 

119. What points of defense are given for the author's 
course of study? 

120. What are the seven reasons given for making Amer- 

ican history the chief basis and backbone of each 
grade from the fourth year on? 

121. What are the six reasons given for including Euro- 
pean history in the course? 

122. What seven reasons are given for the re-enforce- 

ment of history through choice readings from 
American and European literature? 

123. Why should the pupil not be taught myths? 

124. What scenes in history may be dramatized? 

125. Yfhat problems confront the teacher of history? 



186 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



CHAPTER XXVI. 

OUTLINE FOR THE STUDY OF HISTORY TEXTS IN 
THE GRADES. 

V. Preface. 

a. Number of pages? 

b. Comparative length? 

c. Main heads ? 

d. Are they definitely brought out? 

e. Comprehensive ? 

f. Does it state the purpose for which the book 
was written? 

g. Does it contain acknowledgment of permission 
to publish? 

a. Where found? 

1. Preface? 

2. Close of selection? 

VI. Introduction. 

a. Comparative length? 

VII. Contents. 

a. Number of selections? 

b. Title of selection included? 

c. Page where found? 

d. Arrangement 

1. According to page? 

2. Topical? 

VIII. Hints for Teachers. 

a. Where found? 

b. Helpful? 

e. Sufficient number? 



AND AIDS IN ELEMENTARY INSTRUCTION. 181 



IX. 


Material of Text. 


A. 


Norse Stones — 




What stories are related in this text concerning: 




a. 


Myths? 




b. 


A search? 




c. 


A wooing? 




d. 


A struggle? 




e. 


A journey? 




f. 


A death? 




g- 


A punishment? 


B. 


The 


Story of the Chosen People — 




What is recorded in this history concerning: 




a. 


The creation? 




b. 


Forbidden fruit? 




c. 


A murder? 




d. 


A birth? 




6. 


A death? 




f. 


Dreams? 




g- 


Prophecies? 




h. 


A conquest? 




i. 


A siege? 




I 


A defeat? 




k. 


A deluge? 




1. 


A sacrifice? 




m. 


The plagues? 




n. 


The Red sea? 




0. 


The walls of Jericho? 




p. 


A wonderful friendship? 




q- 


Seven kings of Israel ? 




r. 


The ark? 




s. 


Miracles? 




t. 


The life of David? 




u. 


Several prominent biblical characters? 




V. 


The captivity of Israel? 



188 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 



C. 



D. 



w. 


The destruction of Jerusalem? 


The 


Story of the Greeks 


What is recorded in this history concerning: 


a. 


Lessons of perseverance? 


b. 


Of courage? 


e. 


Of patriotism? 


d. 


Of virtue? 


e. 


Two notable characters? 


f. 


Wars? 


g- 


Laws? 


h. 


Games ? 


i. 


Tyrants? 


J 


A blind poet? 


k. 


A noted orator? 


1. 


Deaths? 


m. 


Defeats ? 


n. 


Retreats ? 


0. 


Conquests ? 


P- 


A noted friendship between two men ? 


q- 


The Gordian knot? 


r. 


A king and his steed? 


s. 


A Spartan boy? 


t. 


Thermopylae ? 


u. 


Which of these stories have become classics? 


The 


Story of the Romans — 


What is recorded in this history concerning: 


a. 


The founding of Rome ? 


b. 


Sieges? 


c. 


Battles? 


d. 


A defeat? 


e. 


Conquests ? 


f. 


Destructions ? 


g- 


Triumphs? 


h. 


A revolt? 



AND AIDS IN ELEMENTARY INSTRUCTION. 181) 



E. 



i. 


A conspiracy? 


i 


Strange signs? ^ 


k. 


Oracles? 


1. 


Prophesy ? 


m. 


Deaths? 


11. 


Cruel emperors? 


0. 


Kings ? 


P- 


A queen? 


q. 


A noted friendship existing between a man 




and a woman? 


r. 


The life of one of the wonderful men of the 




world? 


s. 


An inventor? 


t. 


A famous river crossed? 


u. 


One man who kept an army at bay? 


V. 


Which of these stories have become classics ? 


The 


Story of the English — 


What is recorded in this history concerning: 


a. 


A revolt ? 


b. 


Wars? 


c. 


Conquests ? 


d. 


Field of the Cloth of Gold? 


e. 


Deaths? 


f. 


Murders ? 


g. 


A noted plot? 


h. 


A terrible massacre? 


i. 


Queens ? 


i- 


A tiny queen ? 


k. 


Queen Victoria? 


1. 


The Elizabethan age? 


in. 


Two pretenders? 


n. 


Kings? 


0. 


A boy king? 


p. 


A prince? 



190 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



F. 



q. 


A king's wives? 


r. 


A king and cakes? 


s. 


A king and a spider? 


t. 


The age of chivalry? 


u. 


A coronation stone? 


V, 


Parliament ? 


w. 


Adventures ? 


X. 


A faithful minstrel? 


y- 


What particular period in English history is 




covered by this text? 


z. 


Which of these stories have become classics? 


Stor^ 


y of the Thirteen Colonies — 


a. 


Of what period in our country's existence does 




this history treat? 


AVha 


t is recorded in this history concerning: 


b. 


The beginning of our country? 


c. 


Incidents in the life of a great discoverer? 


d. 


A noted ship ? 


e. 


A noted rock? 


f. 


A religious sect? 


g- 


Wars? 


h. 


Sea fights? 


i. 


A rebellion? 


J- 


A defeat? 


k. 


Surrenders? 


1. 


Incidents in the life of our first president? 


111. 


A famous tree? 


n. 


A tax? 


0. 


A tea party? 


P- 


A noted declaration? 


q- 


A winter of suffering? 


r. 


A traitor? 


s. 


A swamp fox? 


t. 


A spy? 



AND AIDS IN ELEMENTARY INSTRUCTION. 191 

G. The Story of the Great Republic — 

a. What period in our history does it cover? 
What is recorded in this history concerning: 

b. The Constitution? 

c. Our first President? 

d. Some of the remarkable inventions of this 
period? 

1. What was the effect of each upon the 
country ? 

e. The Star Spangled Banner? 

f . Land bought by the United States at this time ? 

g. Riots? 
h. Raids? 

i. A noted raid? 

j. Wars? 

k. A noted statesman? 

1. California at this period? 

m. World's fairs? 

n. Our first martyred President? 

0. Another martyred President? 
p. An underground railway? 

q. The establishment of communication between 
the United States and Europe at this time? 

H. Names of the Sovereigns of Europe in rhyme? 

I. Genealogical Table of English Sovereigns? 

J. Names of the Presidents of the United States in 

rhyme? 
K. Notes on Norse Mythology? 

L. Arramgement. 

1. Are subjects grouped because of the relation 

of thought? 

2. Have the most interesting topics of a nation's 

history been selected? 



192 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

3. Are they selections which will aid the pupil in 

the interpretation of his own life? 

4. How nearly is the material brought down to 

date? 

X. Explanatory Notes. 

a. Comparative number? 

b. Lengthy? 

c. Clear? 

d. Confusing? 

e. In different type? 

f. On obscure passages? 

g. Allusions to similar passages? 

h. Section to which notes refer carefully indi- 
cated? 
i. Poems included to throw light upon the text ? 

XI. Illustrations. 

a. List of illustrations? 

1. Comparative length? 

2. Well paged? 

b. Number? 

c. Quality? 

1. Fine? 

2. Medium? 

3. Poor? 

d. Educative ? 

e. Reproductions of famous masterpieces? 

f. Artist's name mentioned? 

g. Historical ? 

h. Where found? 

1. On title page? 

2. At beginning of article? 

3. Interspersed through text? 
i. Head pieces? 

1. Number? 



AND AIDS IN ELEMENTARY INSTRUCTION. JO: 

2. Quality? 
j. Tail pieces? 

1. Number? 

2. Quality? 

XII. Maps. 

a. Of what localities found? 

b. Comparative number? 

c. Comparative size? 

d. Contain only essentials? 

e. Contain details? 

f. Clearly printed? 

g. List of maps? 
h. Artistic? 

i. Colored? 

j. Uncolored? 

k. Enlarged maps of cities? 

1. Well paged? 

XIII. Division into Subjects. 

a. Well divided? 

b. Poorly divided? 

XIV. Grading of Subjects. 

a. Well graded? 

b. Poorly graded ? 

c. No attempt at gradation? 

XV. Degree of Difficulty. 

a. Sufficiently difficult? 

b. Too difficult? 

c. Not difficult enough? 

XVI. Print. 

a. Size ? 

1. Large? 

2. Small? 

3. Clear? 



13 



194 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

4. Attractive ? 

5. Marked difference in type? 

XVII. Quality of Paper. 

a. Fine? 

b. Medium ? 

c. Poor? 

XVIII. Index. 

a. Number of pages? 

b. Alphabetically arranged? 

c. Combined with pronouncing vocabulary? 

d. Concise explanation included with word? 

e. A few words indicative of what the nature of 

the reference may be ? 

f. Important subjects worked out fully? 

XIX. Reference books. 

a. Number of pages? 

b. Divided into heads? 

XX. For what age? 

XXI. For what grade? 

XXII. Favorable criticisms? 

XXIII. Unfavorable criticisms? 

XXIV. Problems before the teacher ? 

XXV. Psychological aspect of history? 



AND AIDS IN ELEMENTARY INSTRUCTION. 19; 



CHAPTER XXVII. 

REVIEW QUESTIONS ON HISTORY TEXTS 
EXAMINED. 

1. Which has the most artistic cover? 

2. \Yhich is the most typical of the age and the subject 

treated ? 

3. Which has the longest preface? 

4. AVhich the shortest? 

5. Which, in your judgment, is best? 

6. Which contain acknowledgment of permission to 

publish ? 

7. Which has an introduction? 

8. Which has the longest table of contents? 

9. Which the shortest? 

10. In which are subjects having relation in thought 

grouped ? 

11. Which ha\e hints for teachers? 

12. AYhich has the best? 

13. Which contain classics? 

14. Which has the most? 

15. What subjects are found all through most of the 

texts? 

16. What are the names of ten noted men found in these 

histories? 

17. AVhat ten of the most famous battles are recorded 

here? 

18. What six victories? 

19. AYhat triumphs ? 

20. What six defeats? 



IDG A GUIDE TO THE TEACHERS MASTERY OF TEXTS 

21. What surrenders? 

22. AVhat ten noted generals are mentioned here? 

23. "What naval battles? 

24. What traitors? 

25. What six noted kings? 

26. What six noted queens? 

27. What instances of perseverance are found here? 

28. Of courage? 

29. Of patriotism? 

30. Of virtue? 

31. Of bravery? 

32. Of tyranny? 

33. Of cruelty? 

34. Of suffering? 

35. What noted orators are mentioned? 

36. What noted poets? 

37. What friendships so noted that modern attachments 

are compared to them? 

38. What inventors are recorded here ? 

39. What inventions? 

40. Which has a list of illustrations? 

41. Which have copies of famous masterpieces? 

42. Which has the names of artists indicated? 

43. Which has a model of Herod's temple? 

44. In which are there head pieces? 

45. In which tail pieces? 

46. Which has the finest illustrations? 

47. Which have maps ? 

48. Which have uncolored maps? 

49. AVhich has the best uncolored maps? 

50. Which have colored maps? 

51. AVhich has the best colored maps? 

52. AVhich has enlarged maps of cities? 



AND AIDS IN ELEMENTARY INSTRUCTION. 197 

53. Which has maps indicating conditions existing long 

ago? 

54. In which is the print most attractive? 

55. Which has the longest index? 

56. Which the shortest? 

57. Which indexes contain a key to pronunciation? 

58. Which have important subjects worked out fully in 

the index? 

59. Which include a concise explanation of the word? 

60. Which has the best index? 

61. Which have explanatory notes? 

62. Which has a chronological table? 

63. Which have the names of rulers in rhyme? 

64. In which are there references to other books? 



198 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



CHAPTER XXVIII. 

PROBLEMS WHICH CONFRONT THE TEACHER OF 
HISTORY IN THE GRADES. 

How the teacher may constantly broaden his own 
knowledge so as to be a source of inspiration to his 
pupils. 

To travel, if possible, so that historical events may be 
described by means of places actually seen. 

How to awaken at first the pupil's desire to study 
history. 

How to awaken his imagination. 

How to describe most graphically. 

How to vivify the past, so as to cause the pupil to re- 
live it. 

To decide what topics to teach in the different grades. 

What literature to select that will appeal to pupils of a 
particular grade. 

To decide which are major and which minor points in 
history. 

To decide what subjects in European history to select 
that will bear most directly upon American history, and 
be of most interest to the pupil. 

How best to study the individual experiences of pupils 
so that in the presentation of subjects the teacher will 
know to what to appeal in the pupil, and upon what 
foundation he has to build. 

How to make a good geographical background for 
history. 



AND AIDS IN ELEMENTARY INSTRUCTION. 199 

How to teach the pupil to investigate for himself and 
not simply rely upon the teacher's statement. 

How to teach him the philosophy that underlies the 
study of history and aid him in philosophizing? 

To decide which are the best biographies to place before 
him. 

How to bring out the events of an entire period through 
the study of the life of one man. 

What life to select for such a study. 

How to bring out the many-sidedness of a character 
like Benjamin Franklin's. 

How best to teach pioneer life. 

To teach pupils to emulate the lives of great men and 
women. 

How to induce the pupil to master the facts of history 
before class so that the recitation period may be employed 
with discussion of principles, causes and effects. 

How to make the best possible presentation of the 
story. 

To know what aids to employ to intensify the interest 
in the story. 

How to make history more vivid by means of com- 
parisons. 

To decide what lives and incidents to compare to the 
pupil's best advantage. 

How much attention to give to chronology. 

What dates to teach the pupil. 

How to place before him problems that will appeal to 
him to solve and that will demand effort proportionate 
to his abilities. 

How to state conditions plainly when presenting a 
problem. 

How to train the pupil's reasoning power. 



200 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

How to teach him to exercise his theorizing activity 
in a rational manner. 

How to keep him from saying nonsensical things when 
theorizing. 

How to train his judgment. 

How to teach him to estimate probabilities. 

How to teach him to weigh arguments. 

How to deal with subjects in which there may be 
decided differences of opinion in an impartial and un- 
prejudicial manner. 

How to cultivate in the pupil fair-mindedness and 
honesty. 

How to correlate geography and literature when teach- 
ing history. 

Where to find subject matter that will correlate with 
history. 

How to get material for supplementary reading and 
reference work where school and town have not good 
libraries. 

How to incite the pupil to do supplementary reading. 

How to teach history so that it may not be simply a 
vast number of separate facts. 

How to teach the great moral lessons to be gained 
from history. 

How to conduct the recitation so that it may not 
degenerate into dull routine. 

How to make the pupil really work and not be simply 
a listener in the history lesson. 

How to teach him ideal citizenship. 

How to teach patriotism. 

How not to teach ultra-patriotism. 

How to teach the comparison of the old and new 
methods of travel interestingly. 



AND AIDS IN ELEMENTARY INSTRUCTION. 201 

How to make use of local politics and familiar experi- 
ences in illustrating difficult subjects. 

IIow to present the subject of taxes practically. 

How to present the subject of banking in an intelligent 
manner. 

How to teach the comparison of the effect of inventions 
upon each other. 

How to make the lives of inventors interesting. 

What devices to use in teaching history. 

How to use the blackboard to advantage. 

AVhat historical pictures to show the pupil. 

How to intensify interest by the judicious use of illus- 
trations from art. 

To shoAv lantern slides illustrating points of interest 
if possible. 

To have the class visit museums, old buildings, monu- 
ments and places of interest. 

How much construction work to teach in connection 
with history. 

How to present the subject in so delightful a manner 
that the pupil will ever afterward become a student and 
a lover of history. 



PART VI SPELLING, 



CHAPTER XXIX. 
SPELLING. 

The Educational Value of Spelling. — Someone has said 
that it is no crime to be a poor speller nor is it any par- 
ticular credit to be a good speller. 

It is a part of "the culture that marks the man of 
letters" and j^et it is not thought to have the educational 
value accorded to some subjects. 

Says Roark : ' ' There is no test of literacy or illiteracy 
quite so rigidly applied as the test of ability to spell." 

McMurry, in his Method of the Recitation, states that, 
"it is not a full study," and again, "spelling fails to 
receive the respect accorded to other studies." 

Dr. Gordy says, "the child recalls the correct spelling 
of the word by a dead heave of mechanical memory." 

How Does Spelling Compare in Value With Arithmetic, 
Geography and History? — The educational value that is 
derived from a sludy like spelling is not at all comparable 
to that derived from a branch like arithmetic, geography 
or history. 

In the last mentioned subjects, principles, generaliza- 
tions and underlying truths can be sought such as cannot 
be found in a subject like spelling. 

A generalization formed in a subject like geography 
may lead to a broader generalization and that in turn 



204 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

may lead to a still broader one, but no such opportunity 
is offered in spelling. 

McMurry says : ' ' Its want of reliable rules deprives it 
of scientific content and it is regarded by many persons 
as an evil, though a very necessary one." 

Another has said, that if the child forgets the spelling 
of a word, there is nothing in which the judgment can 
help to set him right. 

In view of all this, education demands that the cultured 
man be able to spell correctly. 

What Good Results From the Study of the Subject? — 
I. Fitch says: "Every new word which we thus add to 
a child's store, is a new instrument of thought and does 
something to widen the horizon of his understanding." 

II. Correct spelling indicates a certain kind of edu- 
cation. 

III. It commands respect from others. 

IV. It trains a peculiar kind of memory which is not 
used in other studies, however. 

V. It aids in pronouncing a word correctly. He who 
mispronounces is often ignorant of the correct spelling of 
the word. 

VI. It aids in distinct articulation. 

VII. There is a feeling of conscious power that comes 
from the mastery of even a minor subject like spelling. 

Does It Develop the Reasoning Power? — While the 
reasoning power may not be called forth in a branch 
like the one under discussion as in some subjects, yet it 
does develop it to a degree. 

The old-fashioned way of spelling the word by pro- 
nouncing it before and after spelling, and pronouncing 
each syllable when spelled and repronouncing the sylla- 
bles previously spelled, contained a certain kind of logical 
training. 



AND AIDS IN ELEMENTARY INSTRUCTION. 205 

The modern method contains some logic, though not 
quite so much. If a new word, as "orthographically," is 
pronounced to the child, he tries to spell it because he 
recognizes the root word, graph, knows how to spell the 
prefix and suffix, guesses at the letters needed to join 
the syllables and usually forms the correct combination. 

He uses a certain kind of reasoning power also in apply- 
ing the few rules and exceptions which it is wise for him 
to learn. 

What Classes of People Need Spelling Most?— Teachers, 
professional people, all whose writings come before the 
public eye, as authors, editors, proof-readers, book- 
keepers and type-writers, are some of the people who 
especially need to know how to spell. 

Why is Such Stress Laid Upon Spelling in the Normal 
School? — Stress is laid upon spelling in the normal school 
because : 

I. The education of the graduate should be such, even 
in a subject like spelling, as will reflect credit upon the 
standard of the institution. 

II. The teacher should be a model for her pupils. 

III. She should be able to correct the pupil's work 
with great exactness. 

IV. However lacking other people may be the teacher 
is supposed to be perfection in every particular and would 
command more respect from both pupil and patron if 
she was not deficient in this branch. 

Spelling in the Grades and in the High School.— The 

beginning lessons in spelling should be taught in connec- 
tion with sight writing, when the pupil enters school. 

At the point when the child is asked to spell the word 
which he has written in imitation of the teacher's copy, 
his spelling lessons begin. 



20G A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

Many believe that the child has not completed his first 
reader unless he can recognize and spell all the words it 
contains. 

Perhaps an average number of words for a term's work 
in the lower grades would be between two and three 
hundred. 

Spelling should be taught in at least six grades, if there 
is a separate period devoted to it. 

Through the correction of papers and exercises it is 
practically taught in the high school even though no 
separate period may be given to it. 

Roark says: ''The orthography in all written work, on 
whatever subject, in whatever grade, from the primary 
through the university should be as carefully noted and 
corrected as anything else in the exercises." 

Should There be a Separate Lesson for Spelling or 
Should Each Written Lesson be a Spelling Lesson? — Each 
written lesson should be a spelling lesson in the sense 
that the words misspelled should be marked and handed 
to the child to be re-written. He should be marked down 
for words misspelled in the written exercise or in exam- 
ination in other subjects, for they form a part of the cor- 
rectness of the production. 

Should Oral or Written Spelling Be Taught Exclus- 
ively? — Neither oral nor written spelling should be taught 
exclusively for the pupil needs both, but the latter should 
predominate, because : 

I. Each pupil may be tested on all the words in the 
lesson. 

II. Written spelling is used all through life, oral com- 
paratively seldom. 

III. Roark says: "AVritten spelling gives a double 
opportunity to imprint visual images, and it strengthens 
these impressions through both ear and hand." 



AND AIDS IN ELEMENTARY INSTRUCTION. 207 

IV. Fitch says: "But after all, it is to be borne in 
mind that spelling is a matter for the eye, not for the 
ear. If it were not that we had to write, spelling would 
be an altogether useless accomplishment." 

V. That which is addressed to the eye is retained 
longer than that addressed to the ear, hence the impres- 
sion received from written spelling is more permanent 

Roark says: "The teacher's drills in orthography 
should be of a nature to require the pupil to observe con- 
stantly word forms, and he is forced to exercise more 
care than in oral work. 

VI. The frequent use of the familiar dictation exer- 
cise is practically a recognition of the fact that it is 
mainly by writing that spelling is taught. 

VII. The pupil is given but one opportunity to spell 
the word and he is forced to exercise more care than in 
oral work. 

VIII. He is more careful in writing than in spelling 
orally, because to re-write means either waste of paper 
or an untidy page. 

IX. It gives the teacher opportunity to examine spell- 
ing blanks at her leisure. 

X. If blanks are exchanged it may teach the lower 
grade pupil to be neater and more correct in his work. 

Oral spelling, if used at all, should be studied in the 
lower grades, as it aids in clear enunciation and correct 
pronunciation. 

When the pupil spells the word orally he should pro- 
nounce it first, make a slight pause between the syllables 
and pronounce it again at the completion of the exercisn. 

Text or List of Words. — The method adopted by many 
excellent teachers is to use a list of words suited to 
the pupil's grade which it is necessary for him to know, 
selected from the subjects he is studying, as reading^, 



208 A GUIDE TO THE TEACHERS MASTERY OF TEXTS 

geography, language and history, placed upon the board 
to be studied. 

It is not best for the teacher to rely entirely upon her 
own judgment, however, but it is expedient to have 
ready access not only to one, but to several texts from 
which to select words that should be added to the lists 
she has made, in case it does not contain words it is 
important for the pupil to know. 

Should a List of Isolated Words be Taught? — It is not 

advisable to teach the pupil a list of isolated words just 
because they happen to have a sound in common. It is 
of much more value to teach him the word in connection 
with the sentence in which it is contained. Not until 
this is done can it be certain that the word has really 
become a part of his vocabulary. 

Nor should he be taught to spell words of whose mean- 
ing he is ignorant, for they have no connection with his 
life and may pass from memory nearly as soon as learned. 

Fitch says it is unreasonable to "accumulate the diffi- 
culties in a menacing and artificial column and expect 
them to be dealt w^ith all at once." 

It is a good plan to require the pupil to write the word 
and the definition also. The average pupil may with 
profit use the dictionary in spelling at about ten years 
of age, to look up the pronunciation and meanings of 
words and learn the diacritical markings. 

If he sees in printed or written form first, some choice, 
classical selection and it is afterwards dictated to him, it 
may teach him to spell correctly and serve to quicken his 
interest in good literature. 

He may commit some fine passage and write it from 
memory and thus a double purpose may be gained as in 
the previous case. 



AND AIDS IN ELEMENTARY INSTRUCTION. 209 

Should the Rules of Spelling Be Taught?— It would not 
be wise for the pupil to learn all the rules of spelling, 
for he would not remember them long enough to make it 
practical, but some of those used most frequently, which 
he would perhaps retain permanently, might with profit 
be committed and repeated from memory. 

Should Spelling Be Correlated With Other Studies?— 
Spelling may be correlated Avith such subjects as reading. 
language, history and geography in this wise, that in 
connection with these studies the pupil may be taught 
some of the words which should form part of his per- 
manent vocabulary. 

Number of Words to Pronounce in Different Grades. — 

After the work is fairly begun in spelling perhaps five 
words is enough to assign for one lesson in the first grade. 
This number may be gradually increased as the child's 
capability develops until in the upper grades it reaches 
twenty-five or thirty words. 

Should the Child be Given Misspelled Words to Correct? 

— Although when spelling blanks are exchanged the 
pupil may correct his class-mate's work, a list of mis- 
spelled words to be corrected should not be assigned him 
as a spelling lesson. If from the time when he is able to 
read, only those words are kept before him which are 
spelled correctly, it is believed that his tendency to spell 
correctly would thereby be strengthened. 

Should There be a List of Misspelled Words? — If there 
are certain words which are constantly misspelled by 
pupils they may be placed upon the board where they 
can be seen frequently and may be included in the regular 
lesson until they are thoroughly learned. 

Why Are We as a Whole a Generation of Poor Spellers? 
— The English language is difficult to spell because of its 



210 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

conglomerate nature, being derived from many different 
sources, the Latin, the Greek, the French, the Spanish, 
the Italian and other languages. 

While there are rules which may guide somewhat in 
determining the spelling of a word there are so many 
exceptions to them that the difficulty is but slightly 
lessened. 

Why Are People Poor Spellers? — Roark says that "no 
one pardons a poor speller," so that it may be well to 
seek to find the cause why people are poor spellers. 

I. Sarah Arnold says people are poor spellers because 
they have not an adequate sense of form. 

II. Roark says that the poor speller is he who cannot 
form and retain accurate visual images of words. 

People are also poor spellers for the following reasons, 
because : 

III. Enough emphasis has not been placed upon the 
subject. 

IV. There has been no special period devoted to 
spelling. 

V. Sufficient time has not been spent upon it. 

VI. The pupil does not pronounce the word distinctly. 
Why Are We as a Whole a Generation of Poor Spellers? 

— While there are many notable exceptions, it is gener- 
ally conceded that as a generation we are not the spellers 
our parents were. 

The curriculum in our parents' day did not contain 
such modern innovations as nature study, physical and 
manual training, so that more time could be given to 
each individual subject than we are able to spend. 

Roark believes that the poor speller among the adults 
of today is partly the result of the ignorance of the old 
schoolmaster who knew nothing of "visual images" or 
"auricular images." 



AND AIDS IN ELEMENTARY INSTRUCTION. 211 

It is not considered to be a smlieGt of so much import- 
ance as it once was and so much force has not been spent 
upon it. In both speaking and writing the thought has 
been emphasized to a marked degree and it has been 
taught that this was of vastly more importance than the 
vehicle which contained the thought. 

Why Were Our Parents Good Spellers? — Our parents 
were good spellers because in former years it was 
regarded as one of the most important subjects and 
great stress was laid upon it. 

In days of old, a spelling book might be found in each 
corner of the house, and child spelled to child, to his 
parents, or to anyone who would listen, so eager was he 
to master Webster's spelling book from cover to cover. 

It was his chief ambition to first wear the honor of 
being the champion speller of the school, and finally to 
win the coveted prize at the ''spelling match" which 
grew from local interest to be one of the most exciting 
events in the public life of the country. 

It is possible that more attention was given to the sig- 
nificance of the root word and its derivatives than is 
paid now. and this may have been conducive toward 
better spelling. 

Should the Child Write the Misspelled Word Twenty- 
five Times? — While writing the misspelled word a few 
times may serve to fix the correct spelling in the child's 
mind, he should not be required to write it twenty-five 
times nor any great number of times. 

He often writes it fairly well the first two or three 
times and then his penmanship degenerates into a com- 
paratively meaningless scrawl before the task is finished, 
and the thought uppermost in his mind is the moment 
when he will gain his liberty rather than that of spelling 
the word. 



212 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

If not watched when he first begins operations, he some- 
times writes the word incorrectly and copies that incor- 
rection the required number of times. 

Such unreasonable demands make the pupil feel that 
he has suffered an imposition, that spelling is a bore and 
the teacher a task master. 

What Are the New Movements in Spelling? — The new 

movements in spelling seem to be but a revival of old 
customs. It is generally conceded that spelling has been 
neglected to such a degree that more study should be 
spent upon it. and so spelling matches are being inaug- 
urated in many places and prizes given as in days of yore. 
Roark says: ''The spelling match, with its captains, 
its 'choosing out,' its stubbornly fought contests, stimu- 
lates the orthographic activity of the whole school, even 
of those who are not engaged in the struggle." 

Should Diacritical Markings be Taught? — To spell a 
word means to know not simply the letters that compose 
it, and the order in which they occur, but also the sound 
values of each letter and its diacritical mark. 

This knowledge aids in pronunciation and enunciation, 
which are important components of the spelling of the 
word. 

As a variation from the regular work the pupil may 
with profit write the word and indicate its diacritical 
markings. He may also be required to commit some of 
the more important rules for such marks. The place for 
teaching diacritical marks thoroughly and well is in the 
lower grades, but if they have been neglected, spellers 
containing work on this subject and texts on orthography^ 
and orthoepy suited to pupils of the higher grades may 
be obtained to supplement the deficiency in this important 
subject. 



AND AIDS IN ELEMENTARY INSTRUCTION. 213 

How Should a Written Spelling Lesson be Conducted? 

— The written spelling lesson may be conducted in the 
following manner: 

I. In assigning the lesson the previous day be sure 
that the pupil can pronounce the words and that he 
understands their meaning by having him use them in 
sentences. 

II. Be certain that each pupil is provided with writing 
materials before the lesson begins. 

III. Make it a rule to pronounce the word very dis- 
tinctly but once. 

To pronounce words well is an art which comes only 
with practice. 

IV. Have pupils exchange papers. 

V. Have words spelled correctly while pupils mark 
mistakes. 

VI. Assignment of next lesson. 

Variation in Pronouncing the Spelling Lesson. — The 

pronunciation of the spelling lesson may be varied in the 
following manner: 

I. The teacher may pronounce the entire lesson. 

II. A pupil who articulates distinctly may pronounce 
the lesson. 

III. Instead of pronouncing one word the teacher may 
give several at a time. 

IV. The teacher may pronounce the w^ord, the class 
writing the word and definition. 

V. The teacher may pronounce the word and the class 
may write a sentence containing this word. 

VI. The child may write the words of the lesson from 
memory. 

Should Separate Note-books be Used for Spelling.— If 

the pupil has a note-book devoted especially to spelling, 



214 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

even though it be inexpensive, it may incite him to keep 
it neatly, to take pride in gaining high marks and in 
making no mistakes throughout the book. 

Suggestions for Correcting Words During the Reci- 
tation Period. — Some of the suggestions for correcting 
words during the recitation period are as follows: 

I. The teacher herself may spell all the words of the 
lesson. 

II. A pupil may spell the entire lesson. 

III. Individual pupils may be called upon by the 
teacher, each spelling one word. 

IV. One pupil may spell a word and he in turn may 
call upon another pupil to spell another word and so on 
until all the words are spelled. 

The pupil may be allowed to mark his own words with 
or without the presence of the text, or blanks may be 
exchanged as follows: 

I. A pupil may exchange with one sitting in the same 
seat. 

II. With one across the aisle. 

III. With one on the opposite side of the room. 

It is well to have different pupils exchange papers and 
thus reduce the opportunity of cheating to the minimum, 
if possible. 

How Often Should Words be Marked by the Teacher?— 
If the pupil knew that each written exercise he produced 
would pass under the teacher's critical eye, it would be 
an incentive for him to put forth his best effort always. 

Because of limited time the teacher cannot do this. 
She should examine the spelling blanks twice, or at least 
once, a week. The pupil should be given to understand 
that even though he may be allowed to .judge his own 
or his class-mate's work his marks will pass ultimately 
under the teacher's eye. 



AND AIDS IN ELEMENTARY INSTRUCTION. 215 

Although working for marks may not be the highest 
motive, if the rank is plainly marked on the outside of 
the blank, it may be a valuable incentive to the pupil. 



216 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 



CHAPTER XXX. 
QUESTIONS ON SPELLING. 

1. What is the educational value of spelling? 

2. How does it compare in value with arithmetic, geog- 

raphy or history? 

3. What good results from the study of the subject? 

4. Does it develop the reasoning power? 

5. Does it train the mind for other studies? 

6. To be well educated is it necessary to spell well? 

7. How many words does the pupil of today need to 

spell as compared with the pupil of years ago ? 

8. What classes of people need spelling most? 

9. Why is there such stress laid upon spelling in the 

normal school? 

10. When should it be taught first? 

11. What is the average number of words that a child 

should learn during his first term of school? 

12. Should it be taught in all the grades? 

13. When would you cease to teach it? 

14. Should there be a separate lesson for the spelling? 

15. Should each written production be a spelling lesson? 

16. Should oral or written spelling be taught exclus- 

ively? 

17. Which should predominate? 

18. Why? 

19. How often does the pupil use oral as compared with 

written spelling? 

20. In what grades should oral spelling be used? 



AND AIDS IN ELEMENTARY INSTRUCTION. 217 

21. How should the word be separated when spelled 

orally ? 

22. Should a text be used in teaching spelling? 

23. Should only one book be used? 

24. What are the best texts in spelling? 

25. Should a list be put upon the board? 

26. Where should this list be obtained? 

27. Should a list of isolated words be taught? 

28. Is it advisable to learn to spell words of whose mean- 

ing the pupil is ignorant? 

29. Should the word be taught as an isolated word? 

30. Should definitions be taught also? 

31. When should the child use the dictionary in spelling? 

32. How should he use it? 

33. How should dictation exercises be taught in connec- 

tion with spelling? 

34. Should the rules of spelling be taught? 

35. Should they be committed and repeated from mem- 

ory? 

36. Should spelling be correlated with other studies? 

37. With what subjects may it be correlated? 

38. How many words should be given in one lesson in 

the early grades? 

39. In the upper grades? 

40. Should the child be given misspelled words to 

correct ? 

41. Should there be a list of words often misspelled? 

42. Why is the English language difficult to spell? 

43. From what languages are our words derived? 

44. Why are people poor spellers? 

45. Why are many good students poor spellers? 

46. Why are we as a whole a generation of poor spellers? 

47. Is poor sp('lling an evidence of a poor memory ? 



218 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

48. Is there such a thing as being ''born short" in 

spelling? 

49. Is it possible for all to be good spellers? 

50. Why were our parents good spellers? 

51. What should be done with the pupils who miss 

words ? 

52. How should we assist a pupil who is trying hard to 

master spelling who does not seem to make any 
progress? 

53. Should the child write the misspelled words twenty- 

five times? 

54. What are the new movements in spelling? 

55. What is your opinion of a spelling match? 

56. Does not a spelling match detract from the pupils' 

interest in school work enough to overbalance all 
the good derived from it ? 

57. What do you think of giving prizes for the best 

spelling ? 

58. Is it necessary to know the sounds of the letters 

before one can become a good speller? 

59. Should diacritical markings be taught? 

60. How should diacritical marks be taught if they have 

been neglected in the lower grades? 

61. Should rules for diacritical marks be memorized? 

62. In conducting a written spelling lesson, how should 

the lesson be assigned? 

63. What variation may there be in pronouncing the 

words ? 

64. In what order should they be pronounced? 

65. How may the subject matter of the lesson be varied? 

66. How may the exchange of papers be varied ? 

67. In what different ways may the words be coi-rected 

during the recitation period? 

68. In what ways do pupils cheat in spelling? 



I 



AND AIDS IN ELEMENTARY INSTRUCTION. 219 

69. Should separate note-books be used for spelling? 

70. How often should they be marked by the teacher? 

71. How may spelling records be kept in the lower 

grades ? 

72. What is your opinion of simplified spelling? 

73. AVhat list of words is it allowable to spell as sounded? 

74. What 'is the best time for the spelling recitation ? 

75. In giving examinations in other studies should the 

pupil be marked lower for misspelled words? 

76. What is meant by working for head marks? 

77. How much time should be spent on spelling? 

78. Give all the devices you can for teaching the spell- 

ingr lesson. 



220 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



CHAPTER XXXI. 
OUTLINE FOR THE STUDY OF TEXTS IN SPELLING 

V. Preface. 

a. Number of pages? 

b. Comparative length? 

c. Main words? 

d. Are they definitely brought out? 

e. Comprehensive ? 

f. Purpose of book stated? 

g. Clearly set forth? 

h. Acknowledgment of aid? 

VI. Acknowledgment of Permission to Publish. 

Where found 

a. Preface ? 

b. Close of selection? 

VII. Contents. 

a. Comparative length? 

b. Number of lessons? 

c. Divided into parts? 

d. Chapter indicated? 

e. Page indicated? 

VIII. Suggestions to Teachers. 

a. Where found? 

b. Helpful? 

c. Sufficient number? 

IX. Suggestions to Pupils. 

a. Comparative numl)er? 

b. Helpful? 



AND AIDS IN ELEMENTARY INSTRUCTION. 221 



c. 


Practical ? 


d. 


Where found? 


X. Material of Text. 


A. Upon what based? 


1. 


Dictation exercises? 


2. 


Fine selections from literature? 




a. Prose? 




b. Poetry? 




1. Name of author given? 


3. 


Nature study? 


4. 


Botany? 


5. 


Fables? 


6. 


Geography ? 


7. 


Physics? 


8. 


History? 


9. 


Physiology? 


10. 


Geology ? 


11. 


Industry ? 


12. 


Chemistry ? 


13. 


Civil service? 


U. 


Selected words to be written in sentences? 


15. 


Syllables and accent? 


16. 


Words classified? 


17. 


Sounds and symbols? 


18. 


Table of diacritical marks? 


19. 


Guide to pronunciation? 




a. Table of vocals? 




b. Of equivalents? 




c. Of sub vocals? 




d. Of aspirates? 




e. Subvocals and aspirate equivalents? 


20. 


Script to be copied? 


21. 


Contractions ? 


22. 


Word building? 



222 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

23. AVords having opposite meaning? 

24. Words having similar meaning? 

25. Suffixes? 

26. Prefixes? 

27. Prefixes in words of foreign origin? 

28. Terms used in 

a. Geography? 

b. Hygiene ? 

c. Commerce ? 

d. Music ? 

e. Arithmetic ? 

f . Astronomy ? 

g. History ? 

29. Root words and derivatives? 

30. Derivatives from foreign languages? 

31. Drill in accentuation? 

32. Drill in pronunciation? 

33. AVords of difi^erent origin 

a. Anglo-Saxon ? 

b. Celtic? 

c. French? 

d. Scandinavian ? 

e. Dutch? 

f. Italian? 

g. Spanish ? 
h. Greek? 

i. Latin? 
j. German? 

34. Homophones ? 

35. Homonyms ? 

36. Synonyms? 

37. Words of similar meaning from different lan- 

guages ? 

38. Marks used in writing and printing? 



I 



AND AIDS IN ELEMENTARY INSTRUCTION. 223 

39. AYord analysis? 

40. Lists of words containing the sound of a par- 

ticular letter? 

41. Words of interesting etymology? 

42. Application of rules and exceptions? 

43. Words containing troublesome terminations? 

44. Exercises in grammatical form? 

XI. Abbreviations Used in V/riting and Printing. 

a. Number of pages? 

b. Those most frequently used? 

XII. Latin Words and Phrases. 

a. Number of pages? 

b. Those most frequently used? 

XIII. French Words and Phrases. 

a. Number of pages? 

b. Those most frequently used? 

XIV. Arrangement of Material. 



XV. 



a. 


Logical sequence? 










b. 


Is material such as to !• 
thought ? 


.timulate 


the 


pupil 


to 


c. 


Arranged for correlation? 








d. 


Lessons of same nature 


interspersed through 




text? 










e. 


Topical? 










f. 


Spiral? 










g. 


Phonetical? 










h. 


Which predominates? 

1. Written spelling? 

2. Oral spelling? 










i. 


Divided into parts? 










Rules. 










a. 


Comparative number? 










b. 


Clear? 











L'24 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

c. Concise ? 

cl. Where found? 

XVI. Definitions. 

a. Comparative number? 

b. Clear? 

c. Concise? 

XVII. Reviews. 

a. Frequent ? 

b. How often occur? 

c. Important words? 

d. Non-important words? 

XVIII. Pronunciation of Difficult Words. 

a. Are words diacritically marked ? 

b. Accented? 

c. Syllabized? 

d. Silent letters italicised? 

XIX. References to Dictionary. 

a. How many? 

b. Where found? 

XX. Division into Lessons. 

a. Well divided? 

b. Poorly divided? 

XXI. Grading of Lessons. 

a. Well graded? 

b. Poorly graded? 

XXII. For What Ages? 

XXIII. For What Grades? 

XXIV. Unusual Features of Book? 

XXV. Favorable Criticisms? 

XXVI. Unfavorable Criticisms? 

XXVII. Problems Before Teacher? 

XXVIII. The Psychological Aspect? 



AND AIDS IN ELEMENTARY INSTRUCTION. 225 



CHAPTER XXXII. 

PROBLEMS WHICH CONFRONT THE TEACHER 
OF SPELLING. 

1. AYhat words to select for the spelling list. 

2. What words to choose to supplement the spelling 

texts. 

3. How many words to assign for a lesson. 

4. How to present the lesson in such a manner as to 

interest the pupil. 

5. How to vary the presentation. 

G. How to plan the work so that written spelling shall 
predominate. 

7. To learn to pronounce the word so distinctly that 

one pronunciation will suffice. 

8. How to vary the pronunciation of words in the spell- 

ing lesson. 

9. How to increase the pupil's vocabulary through the 

study of spelling. 

10. How to develop the reasoning power by means of 

spelling. 

11. AVhat definitions to teach the pupil. 

12. What rules of spelling to teach. 

13. AVhat rules to teach for the diacritical markings. 

14. How to teach the pupil to use the dictionary so that 

he will be interested in it. 

15. How to present prefixes and suffixes in an attractive 

way. 

16. How to incite the pupil to do the neatest possible 

written work. 



li2G A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

17. How to vary the exchange of papers in the recitation. 

18. IIow to vary the correction of words. 

19. How to prevent deception. 

20. How to retain the pupil's interest in the lesson. 

21. How to conduct a spelling match. 

a. How to conduct it with the utmost fairness. 

b. HoA\ to vary the manner of conducting it. 

22. IIow often to have a spelling match, taking into con- 

sideration the highest welfare of the school. 

23. How to assist the pupil who endeavors to learn, but 

who constantly misses words. 

24. To decide whether misspelled words in other lessons 

than the spelling lesson should be deducted from 
the impil's per cent. 



PART VII. MISCELLANEOUS. 



CHAPTER XXXIII. 

QUESTIONS ON MUSIC. 

1. AVliat is the educational value of music? 

2. How much musical experience does the average child 

possess when he enters school? 
^. AVhat does the supervisor hope to accomplish in the 
beginning work? 

4. What is a rote song? 

5. Why should it be taught? 

G. AVhat is its two-fold purpose? 

7. AVhat are the details of presenting it? 

8. How can the teacher be sure that the child under- 

stands what he is singing? 

9. AVhy is it important that the child should have the 

best in music as well as in literature? 

10. AVhat advantage is there in having the play spirit 

manifest in the song period? 

11. Of what value are motion songs? 

12. AVhat are the titles of three good motion songs? 

13. AAHiat is the name of the composer of each? 

14. AVhy is it best to limit the number of motion songs? 

15. In what three primary songs may pupils indicate 

the rhythm unconsciously just in the spirit of play? 

16. AA^hat are several devices used to develop the sense 

of rhythm ? 

17. How early should rhj'thm work begin? 

IS. In wiiat grade should pupils indicate the rhythm 
by means of clapping, circles and other devices? 



228 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

19. In what grade is the child expected to have a con- 
• scious feeling for rhythm? 

20. In what grade is he expected to have a conscious 

feeling for the pulse or beat? 

21. Is it possible for all children to learn to sing? 

22. AVhy are some children considered monotones? 

23. Is it possible to present songs in such a way that 

monotones could be practically done away with? 

24. What suggestions may be offered for dealing with 

monotones? 

25. What special devices may be used with students 

needing additional help? 

26. If a child is allowed to pitch his voice very low in 

reading alone or in concert, what effect will it 
have upon his singing voice? 

27. What are the names of three of the best composers 

of children 's songs ? 

28. What are the titles of three books containing the 

best rote songs for the primary grades? 

29. AVhat are the names of three autumn songs? 

30. In what books is each found? 

31. Who is the composer of each? 

32. What are the names of three winter songs? 

33. In what books is each of these found? 

34. Who composed each? 

35. AA^hat are the names of three spring songs? 

36. In what books is each found? 

37. AVho composed each of these? 

38. AVhy should the supervisor of music keep in touch 

with what the grade teacher is doing in the gen- 
eral lessons or nature study work? 

39. Which should receive more emphasis in primary 

music, song singing for enjoyment or preparation 
for sight reading? 



AND AIDS IN ELEMENTARY INSTRUCTION. 229 

40. How can sweet, light singing instead of loud, harsh 

tones be obtained from children? 

41. What is the comparison between the ''scale method" 

of teaching music and the old ''alphabetical 
method" of teaching reading? 

42. How does the ''song method" compare with the 

modern methods of teaching reading? 

43. In what grade should the first ear training work 

begin ? 

44. What are the various devices for ear training? 

45. H* the major scale is not presented in the lower 

grades, how will the pupil become acquainted with 
the intervals of the scale? 

46. What advantage is there in teaching the syllables 

of the songs by rote or as an additional stanza? 

47. AVhat is meant by using a rote song for observation 

purposes? 

48. What advantage is there in picturing the songs on 

the board in passing from "rote" work to "notes" 
and the book? 

49. How should the pitch pipe be used? 

50. For what other purposes besides starting songs 

should it be used? 

51. How much rote song singing is advisable in the 

intermediate grades ? 

52. Why is an exercise in melody writing of more value 

than writing scales or signatures? 

53. In what grade should theory work begin? 

54. What theory should be taught first? 

55. What per cent of the time given to written work 

should be devoted to theory? 

56. In what grade should the major scale be presented 

first? 



230 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

57. In what grade the chromatic scale? 

58. How should it be presented? 

59. In what grade should the minor scale be presented? 

60. How presented? 

61. In what grade should part work begin? 

62. What advantage is there in using rounds as prep- 

aration for part work? 

63. How should the voices of* boys and girls be tested 

and assigned to soprano and alto parts? 

64. To what extent should the unison song ])e used in 

the upper grades? 

65. Of what value is it? 

66. To what extent should college songs be used in 

upper grades or high schools? 

67. How should music be presented in the upper grades 

when it has not been taught in the preceding work? 

68. AVhat advantage is there in studying the words 

before the melody in the upper grammar grades? 

69. Of what value is individual work? 

70. In what grade should it begin? 

71. Through how many grades should it be continued? 

72. How much individual work comparatively can the 

supervisor expect to obtain? 

73. What musical terms ought grammar grade pupils 

to know? 

74. How should they be taught? 

75. What is the secret of real expression in song singing? 

76. How much musical history should be taught in the 

grades ? 

77. How should it be taught? 

78. Which three of the composers should the pupil learn 

first? 

79. Which do you consider the best system of music 

books? 



AND AIDS IN ELEMENTARY INSTRUCTION. 231 

80. Why? 

81. What are three of the best systems of teaching 

music ? 

82. How is each of these taught? 

88. What different phase of music teaching does each 

emphasize ? 
8-1. How should music be conducted in the high school 

where it is being introduced? 

85. How much theory should be taught? 

86. Which should receive more emphasis, song singing 

or the study of theory? 

87. How may boys be interested in song singing? 

88. Is it advisable to have some musician outside of the 

school play or sing for high school students as 
a listening lesson? 

89. Of what value would it be? 

00. What are the titles of two good high school song 
books ? 

91. What is the greatest problem in high school music? 

92. What is the purpose of organizing girls' and boys' 

glee clubs ? 

93. How many pupils should there be in each club? 

94. What are the titles of three choruses suitable for 

girls' glee clubs? 

95. What are the titles of three choruses suitable for 

boys' glee clubs? 

96. Why should some unison songs be used for boys' 

glee clubs? 

97. Upon what part in the high school chorus should 

the boys with unchanged voices be placed? 

98. When should rehearsals for commencement music 

begin? 

99. What six books upon music should every supervisor 

have in his library ? 



232 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

CHAPTER XXXIV. 
QUESTIONS ON PENMANSHIP. 

1. What movements are recognized in writing? 

2. What are the characteristics of the various move- 

ments ? 

3. Which is the best? 

4. Why? 

5. What is a movement drill? 

6. What are four illustrations of movement drills? 

7. What are the advantages to be derived from them? 

8. How often should they be used? 

9. What portion of a lesson should be devoted to them? 

10. What is the relation that should exist between them 

and the letters to be developt by them? 

11. What movement drills should be used for the follow- 

ing letters: e, m, a, o, L, Q? 

12. What is letter classification? 

13. What is its basis? 

14. How should the small letters be classified? 

15. What is the type letter of each class? 

16. How does studying and practicing letters by classes 

assist in learning to write? 

17. What letter should be presented first to beginners? 

18. Why? 

19. What two plans may be used in teaching the form 

of letters? 

20. To which should more attention be given, the small 

or the capital letters? 

21. Of what value in the work in writing is figure prac- 

tice considered? 



AND AIDS IN ELEMENTARY INSTRUCTION. 233 

22. How are figures and letters related? 
28. How should figures be developt? 

24. How does the hight of the figure one compare with 

the hight of the small letter a? 

25. What are relative hights of the ten digits"? 

26. AYhat letter is used as the unit for measuring the 

hight of letters? 

27. What is used for measuring the width? 

28. According to these units, what is the hight and the 

width of the small letter ^'m"? 

29. Is it essential to have an absolute standard of slant? 

30. What is the most desirable standard? 

31. What are the essentials of good business writing? 

32. Which ranks first? 

33. Why? 

34. How m.ay speed be developt? 

35. How many words averaging five letters each should 

be written per minute to measure up to commer- 
cial rate? 

36. About how many capital "O's" per minute? 

37. How many figure sevens? 

38. How may counting be used in letter and word 

practice? 

39. Of what use is counting in muscular movement 

development ? 

40. What is your method of counting in class work? 

41. How many counts should be given per minute for 

oval exercises, one space in hight, counting the 
down strokes? 

42. What devices may be used as a substitute for the 

teacher's counting? 

43. How may the metronome be used here? 

44. What is rhythm in writing? 

45. In what exercises is it especially noticeable? 



234 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

46. How may music be used to establish the count in 

writing ? 

47. What advantage has it over counting? 

48. How often should it be used in writing lessons? 

49. What is meant bj^ the analysis of letters? 

50. What use is made of it at the present time ? 

51. What are the benefits to be derived from it? 

52. Of what importance is position? 

53. What are the details of the correct position to be 

used in writing? 

54. How should it be taught? 

55. What will good position render easy to develop? 

56. What effect will an incorrect position have upon 

movement ? 

57. What effect will a stoopt or twisted position be 

likely to have upon the health of the child? 

58. What is the relation of habit to position in writing? 

59. What is the main problem in developing writing in 

the primary grades? 

60. AVhat should be planned for the first three lessons 

for a beginning class in writing? 

61. Why is it as essential that lesson plans be made for 

the subject of writing as for other subjects? 

62. What special advantages may result from the use 

of the blackboard in the primary grades? 
68. Of what value are special lessons in the use of the 
lead pencil? 

64. What effect has the use of slates upon writing? 

65. When should the use of pen and ink be introduced ? 

66. What penholders and pens are best for pupils in 

the grammar grades to use? 

67. What material should be used for practis work in 

the higher grades? 



AND AIDS IN ELEMENTARY INSTRUCTION. 235 

68. AVliat use may be made of the blackboard in teach- 

ing writing to advanced classes? 

69. What objections are usually offered to the copy 

book? 

70. What may be substituted for it? 

71. Should individuality in writing be discouraged? 

72. What are the so-called advantages of the vertical 

system ? 

73. What are the so-called disadvantages? 

74. Why did it fail? 

75. What are the advantages claimed for slant writing? 

76. When should the muscular movement be introduced? 

77. Where are the muscles used in muscular movement 

located? 

78. What is meant by muscular relaxation? 

79. What especial reasons are there for having the mus- 

cles in the writing arm relaxt? 

80. How may this be secured from the pupil? 

81. What is meant by writers' paralysis? 

82. Which movement is most apt to produce it? 

83. AVhy do the majority of people use the finger move- 

ment? 

84. Should the left-handed pupil be forced to write with 

the right hand? 

85. What effect does work carelessly written in other 

subjects have upon the pupils' special writing 
lessons? 

^C\ How may the general written work of the school 
assist in building up good writing? 

87. What should the teacher do to stimulate good writ- 
ing not only at the writing lesson, but also at all 
other times? 

8S. What use should be made of movement designs? 

89. What is the especial danger in their use? 



236 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

90. Should ornamental writing be taught in the public 
schools? 

91. What mental faculties are especially employed in 

writing? 

92. How are these powers affected by a thoro course in 

writing? 

93. What natural incentives may be used to stimulate 

work in writing? 

94. Should prizes be offered for improvement in 
writing? 

95. What are the reasons for this? 

96. What method should be used in criticising pupils' 

writing ? 

97. What is the contrast between constructive and 

destructive criticism as applied to writing? 

98. Is writing an end or a means to an end? 

99. When is the best period during the day for the 

writing lesson? 

100. What two leading monthly magazines are publisht 

in the interests of good writing? 

101. Of what special benefit are these to teachers of 
writing? 

102. How may they be used with advantage to pupils? 



AND AIDS IN ELEMENTARY INSTRUCTION. 237 



CHAPTER XXXV. 
QUESTIONS ON MANUAL TRAINING. 

1. What is this age called? 

2. AVhy is this nation turning in this direction? 

3. What is manual training? 

4. What are the arguments for it from the standpoint 

of environment? 

5. Of the individual? 

6. Of psychology? 

7. How old is the movement? 

8. With whom did it originate ? 

9. Who are the leaders? 

10. Who originated the plan of introducing manual 

training into the school? 

11. Which schools were the first to adopt it? 

12. In what schools in this state is it taught? 

13. In what grade should instruction begin? 

14. Should it be taught as a separate branch in the lower 

grades? 

15. What means of expression has the pupil? 

16. How does he show his love for construction? 

17. What are the systems by which manual training is 

taught? 

18. Which is advocated in this school? 

19. AVhat is the comparative cost of each? 

20. AVhat is the approximate cost of inaugurating a 

manual training course in a small town of a thou- 
sand pupils? 

21. Is not the pupil of today overburdened with work? 



Ii;j8 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

22. IIow could time be found for manual training? 

23. Should it bo taken from other studies for this work? 

24. Should some standard branch of study be excluded 

in order to give it place? 

25. Would there not be a tendency in having so much 

additional work, to do no one thing well ? 

26. To what extent should manual training be taught in 

the public school? 

27. To what gi'ades should the instruction be extended? 

28. What kind of work is adapted to the lower grades? 

29. What should be emphasized in the 4th, 5th, Gth, 7th 

and 8th grades ? 

30. In the upper grades? 

31. Would it be advisable to have this branch in the 

high school? 

32. What work should be given to high school pupils who 

have had no previous instruction on this subject? 

33. How could interest in the study be awakened best 

among the patrons of the ordinary high school, 
so that its introduction would be sanctioned? 

34. If manual training had been taught in the lower 

grades, what should be the high school pnpil's 
knowledge of this subject? 

35. How much time each day should be given to it? 

36. What part of the day should be devoted to it? 

^7. How much time should be spent upon it in order that 
it might prove a benefit? 

38. At what age should the pupil be allowed to specialize 

in it? 

39. What should be the aim in manual training? 

40. Should the pupil understand the real purpose of 

manual training? 

41. Should the meaning of mechanical Avork be ex- 

plained ? 



AND AIDS IN ELEMENTARY INSTRUCTION. 239 

42. SJioiild the teacher's aim be that of the pupil? 

43. What is the purpose of teaching it in the normal 

school ? 

44. Is there scope for individuality? 

45. How much of the pupil's own thought and expression 

should be put into the work? 

46. Should emphasis be placed upon the useful or upon 

the beautiful throughout the course? 

47. Could manual training be correlated with other sub- 

jects? 

48. How could it be correlated? 

49. What is the connection betAveen drawing and manual 

training? 

50. Should work be the same for boys and girls? 

51. At what age should they w^ork separately? 

52. If a girl shows ability in the line of carpentry and 

joinery, or a boy along the lines of domestic science 
should provision be made for the bent of each ? 

53. Does the boy or girl form the more satisfactory pupil 

in manual training? 

54. How should materials be furnished? 

55. Should the pupil own the tools with which he works ? 

56. How should products be marked? 

57. Should the dull pupil's products be marked higher 

than those of the bright pupil? 

58. Would manual training keep the pupil in school 

longer? 

59. Would it keep the boys in school? 

60. Should the pupil be compelled to take manual train- 

ing if he has not the least inclination along that 
line? 

61. What should be done in case the parents object to it? 

62. Would it be beneficial to the pupil who is intellec- 

tually inclined and takes no interest in hand work? 



240 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

63. AVould it be as distasteful to some as book knowledge 

is to others, so that compulsory educational laws 
would still be necessary if it were generally taught ? 

64. Would it take the attention from other work ? 

65. AVould there not be danger of the pupil's becoming 

so interested that he would neglect other studies? 

66. If the pupil takes no interest in books should he be 

allow^ed to put them aside entirely for manual 
training which does interest him? 

67. What should be done if interest is lost entirely in 

other studies? 
6S. AVould manual training do away with apprentice 
work in trades? 

69. Would the instruction which a boy receives in school 

be sufficient to enable him to earn a living? 

70. What trades should be represented in a town not 

manufacturing extensively? 
il. AVould a knowledge of manual training promote 
interest along other lines ? 

72. Should articles made be what the pupil would use in 

his own life? 

73. Could manual training be pursued to advantage in 

the rural districts? 

74. As the time in country schools is so filled with reci- 

tations how could a place be found for it ? 

75. How would you manage if parents in the country 

objected to buying material for the pupil ? 

76. AVould it be advisable in rural schools to require all 

pupils to take manual training regardless of the 
time they were to be in school or the amount of 
work they did at home? 

77. Could muscular development be gained through this 

work? 



AND AIDS IN ELEMENTARY INSTRUCTION. 241 

78. Should manual training be substituted for physical 

training ? 

79. What proof would there be, if this plan of teaching 

manual training in the schools was carried out, 
that our country would be more purely a democ- 
racy ? 

80. How could the pupil be shown that any kind of 

manual work in the outside world is only a larger 
form of manual training in the school? 

81. What opportunity is there for teaching textiles in 

this work? 

82. In teaching cooking should the teacher be compelled 

to adapt herself to her class? 

83. What use could be made of manual training exhibits ? 

84. In this day of industrial instability, how could what 

is permanent in manual training be determined? 

85. Would the introduction of a manual training course 

work out in practice as in theory? 

86. Would it do away with class distinction? 

87. Is it a factor in developing the mind? 

88. Would it help to solve our labor problems? 

89. Should outside references be demanded in the study? 

90. Is manual training a fad? 

91. Would first enthusiasm last? 

92. Would knowledge gained in this subject result in 

more artistic decorations of the school room? 

93. What would a knowledge of manual training have 

upon the pupil's ability to purchase? 

94. What paper is published especially in the interests 

of this subject? 

95. What is the best text upon this study? 

96. In what schools is particularly fine work done? 

97. Where may the pupil specialize in this line? 



16 



242 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



CHAPTER XXXVI. 
QUESTIONS ON THE FIVE FORMAL STEPS. 

1. With what does good teaching deal? 

2. In what does it consist? 

3. Why have words no magic power? 

4. What is the mind's attitude toward knowledge? 

5. What is the first duty of the teacher? 

6. In erecting a building what does the architect do 

first? 

First Step — Preparation 

7. What is the first of the five formal steps? 

8. What are the dangers of omitting this step? 

9. Why is the child's sympathy a necessary condition 

for success? 

10. What are the precautions with regard to this step ? 

11. What should be the teacher's attitude toward the 

anticipation of facts? 

12. What are the characteristics of the pupil's aim? 

13. What may the form of the statement of the aim be? 

14. AVhy is it difficult to word properly the pupil's aim? 

15. For what does this step of preparation afford oppor- 

tunity ? 

16. What is the time required for it? 

17. What is the common practice concerning it? 

18. What is the name often given to it? 



AND AIDS IN ELEMENTARY INSTRUCTION. 243 

Second Step — Presentation 

19. What is the second step? 

20. What is the need for the statement of the aim in 

this step? 

21. What may be the form of the presentation? 

22. W^ith what must the class be engaged in order that 

it may be the second step in instruction? 

23. By what methods are most subjects treated? 

24. What is the plan of the lecture method ? 

25. What are the arguments in favor of it? 

26. What are the objections to it? 

27. AYhat is the plan of the text-book method? 

28. What are the three phases through which this 

method has passed? 

29. What are the arguments in favor of it? 

30. What are the objections to it? 

31. What is the plan of the developing method? 

32. What are the arguments in favor of it? 

33. What are the objections to it? 

34. If the teacher wishes to make sure of the real appre- 

ciation of knowledge, how must the facts offered 
come? 

35. For what, on the child's part, should the best method 

make provision? 

36. What is the distinction drawn between repetition 

and review? 

37. Before knowledge can be digested, what is necessary? 

38. What used to be the custom with regard to reviews ? 

39. Under these conditions, what kind of work was done? 

40. Of what should reviews aim to put the child in pos- 

session? 

41. What should they, in the main, signify? 

42. How could they be made more interesting? 

43. W^hen should be the time for review? 



244 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

44. What steps are necessary in the mastery of indi- 

vidual notions? 

Third Step — Comparison 

45. What is the third step? 

46. What does it presuppose? 

47. To what extent should it be carried? 

48. What are the advantages of comparison? 

49. How do comparisons lead to abstraction? 

50. What is the difficulty in reaching conclusions? 

Fourth Step — Generalization 

51. What is the fourth step? 

52. What is the difficulty in stating a generalization? 

53. To state a conclusion tersely means what? 

54. By whom should the generalization be made? 

55. The statement of a definition, law or rule should be 

the outcome of what? 

56. What is true of reproducing the book's statement? 

57. When should the words of another be accepted? 

58. What is the summary with regard to the general- 

ization ? 

Fifth Step— Application 

59. What is the fifth step? 

60. What is the child's most difficult problem? 

61. What are the errors on the road to application? 

62. What is the old question regarding theory and 

practice ? 

63. In what manner is the theoretical character of school 

knowledge brought to light? 

64. What is the result of theoretical, bookish knowledge ? 

65. What does variation and readjustment necessitate? 



AND AIDS IN ELEMENTARY INSTRUCTION. 245 

66. What does it require to apply general notions? 

67. To what is the modification of our application of 

principles likened? 
6S. Why are exact reviews not the best form of appli- 
cation ? 

69. What do excessive, routine drills accomplish? 

70. What opportunity do other studies furnish? 

71. In what should instruction and theory culminate? 

72. What should be the movement toward use and appli- 

cation? 

73. For what is the school a place? 

74. What may education by its theoretical tendency 

produce ? 

75. By what does the storage theory need to be rein- 

forced ? 

76. To teach children to apply knowledge requires what 

on the teacher's part? 

77. What is the amount of time now given to appli- 

cation? 

78. How is application shown in the subjects of lan- 

guage and grammar? 

79. What must necessarily be done in order to secure 

the proper kind of thinking? 

80. What is one conclusion that springs from this dis- 

cussion ? 

81. What is meant by the lesson unit ? 

82. What has dominated the entire movement? 

83. In the application, with what are we still operating? 

84. Upon what does the length of time required for 

working out the five formal steps depend? 



246 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

CHAPTER XXXVII. 

THE HECTOGRAPH. 

Many teachers need some means of duplication. If 
the recipes for the Hectograph as given below are used, 
a satisfactory and inexpensive duplicator may be made 
with very little outlay. Some of the uses for which the 
hectograph may be employed are as follows : 

1. Supplementary work for all classes which require it. 

2. Supplementary material for classes in reading. 

3. Outlines of work. 

4. Review topics. 

5. Examination questions. 

6. Questions for reference work, as in the study of 
history or geography. 

7. References where answers to such questions may 
be found. 

8. Questions to be answered in class after a geograph- 
ical or botanical excursion. 

9. Experiments to be performed. 

10. Words for the spelling lesson. 

11. Programs. 

12. Invitations. 

13. Poems. 

14. Songs, both notes and words. 

15. Directions for manual training work. 

16. Drawings. 

Hectograph — First Recipe. 

20 ozs. glycerine. 
5 ozs. water. 
4 ozs. glue (common white). 



AND AIDS IN ELEMENTARY INSTRUCTION. 247 

Soak glue in water over night in new tin pan. Set on 
back of stove next morning and let gradually melt. When 
melted add glycerine, stirring slowly. Boil for two 
minutes, remove from stove, strain through thin cloth 
into a shallow pan (18 by 9 by 1 inches) or into a slate, 
set on a level place and let it cool. Next morning wash 
off with very warm water. Let it dry for three or four 
hours and it is ready for use. 

Always wash it immediately after you have used it, 
with lukewarm water. 

Second Recipe. 

Soak four ounces of silver sheet glue in five ounces of 
water over night. Then add eighteen ounces of pure 
glycerine and boil eight minutes. Strain through a cloth, 
pour into a pan and let cool. 

Recipe for Hectograph Ink. 

One package purple diamond dye dissolved in a pint 
of water. Boil it away one-half and add a teaspoonful 
of ether. 



248 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 



CHAPTER XXXVIII. 
OPENING EXERCISES. 

"Value of. — Knowledge gained from books has its place 
in the world and no one questions its value, but there is 
a great deal of wisdom not gleaned from book-lore that 
helps to make a person broadly educated. 

When Cecil Rhodes appropriated a fund whereby Amer- 
ican students might further pursue their education in 
England, he stipulated that pupils chosen for the com- 
petitive examination should possess high scholarship in 
academic branches and should also excel in athletics, be 
skilled in music; in short, be "all-round" men. 

The regular subjects found in the curriculum are highly 
essential to the production of a well-rounded education, 
but it is possible for the opening exercises to be so con- 
ducted as to form a strong supplement to the routine 
work and be made the best period educationally of the 
day. 

Reasons for. — Some of the reasons for such exercises 
are : 

1. It forms a transition from play to work. 

2. It brings the school into harmony through work 
done in unison. 

3. Both pupil and teacher may be ''keyed up" for 
the day. 

4. It gives the pupil opportunity to discover his apti- 
tudes because of the individual exercise he may be asked 
to perform before the school. 



AND AIDS IN ELEMENTARY INSTRUCTION. 249 

Teacher's Opportunity. — If a teacher who has just 
entered upon work in a new community can impress her 
pupils early in her career by that for which she has a 
special aptitude, it may help her to establish a reputation 
as a strong instructor. If she is especially gifted as a 
player of instrumental music, as a vocalist, as a reader, 
as an artist, or if she has had fine advantages for travel, 
or has undergone unusual experiences, or if her powers 
of description are fine, or she is able to impress deeply 
some moral truth, the opening exercises may offer an 
opportunity not given in the daily routine. 

No Duplication. — The general or morning exercise 
should avoid duplicating studies and yet should broaden 
the child's mind. 

Worship. — Where the law of the state does not forbid, 
worship may be made the main part of the exercise. 

Passage from the Bible. — The teacher may read or the 
pupils may learn verse by verse a chapter from the Bible, 
repeating in unison. Or, the chapter may be learned by 
individual study, the pupils repeating in concert. 

Moral Truths. — As a variation from the reading of the 
scripture, there may be an occasional substitution of up- 
lifting thoughts possessing a high moral tone, selected 
from a noted author. 

Exercises by Pupils. — A large part of the exercises 
should be given by the school, as what the pupils do them- 
selves usually interests them more than to be passive 
listeners. 

Committees may make reports upon topics of special 
interest. 

Entertainment by Class. — One class may offer an enter- 
tainment prepared by itself. This may consist of a song 



250 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

newly learned or a dramatization whose meaning the 
remainder of the school is to interpret. Other exercises 
of a similar nature will suggest themselves to the teacher. 

Vacation Reports. — After vacation, especially the long 
summer interim, there is heard the constant hum of spir- 
ited conversation during recess periods. Pupils are relat- 
ing to each other incidents of happy days and pleasant 
experiences. Why not utilize this desire on the pupils' 
part and have the entire school, instead of a few indi- 
viduals, benefited by the effort? 

Select a few pupils, who will make good reports, have 
rehearsals enough to make sure that the effort will be 
creditable, and allow pupils to tell of travels, of excur- 
sions, and of places of interest visited during the months 
of separation. 

Production in English. — If in the language or English 
recitation, an essay or composition of unusual merit has 
been produced, the teacher may show her appreciation of 
and encourage the pupil to further effort by having the 
production read before the school. 

Or, if a story has been written or told in such a manner 
as to hold the attention, this may be repeated before the 
school. 

Book Reviews. — A very valuable exercise may be 
reports on favorite books read by individual pupils. This 
will encourage the reading of good literature, will pro- 
vide a theme of paramount interest to the pupil and aid 
in fluency of expression. 

Music. — If the school room is fortunate enough to con- 
tain a piano or organ, many musical exercises may be 
provided ; but if not so fortunate, solos may still be a pos- 
sibility, for vocal, violin, mandolin, or guitar selections 
may be rendered. 



AND AIDS IN ELEMENTARY INSTRUCTION. 251 

Whistling. — If the town has among its citizens an indi- 
vidual who is an excellent w^histler of songs or, better 
still, if one of the pupils can whistle, this will form an 
interesting exercise. 

Special Days. — Special days, such as Thanksgiving, 
Christmas, Easter, and Memorial Day, also great events 
and the birthdays of great men and women, are generally 
observed throughout the schools. 

Quotations. — Quotations worth cherishing in the mem- 
ory may be learned by the school; at times from one 
author, at others from miscellaneous authors. 

A quotation may be written upon the board and learned 
by private study, being erased when mastered, or the 
school may repeat in concert until it has been committed. 

If this memorizing is persisted in, enough quotations 
may be thoroughly learned so that there is one for each 
pupil. For the last day exercises, the response to roll- 
call may be by means of quotations, none being dupli- 
cated. 

Quotations, especially adapted for school work, may 
be found in "Treasured Thoughts," by Frank V. Irish, 
of Chicago, and in a periodical entitled ''Remember," 
published at Emporia, Kansas. 

Proverbs. — Proverbs may be substituted for quotations 
and used in a similar manner. 

A Good Book. — The teacher may spend a stated time 
each day or just a few minutes between the warning bell 
and the last bell reading an interesting book to the pupils. 

Magazine. — One school was asked to subscribe for a 
magazine, the one chosen being ''St. Nicholas." The 
affair was so presented that the financial phase of it was 
easily managed. Pupils brought money as they could, 



252 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

some more, some less, some none at all. No one was urged 
personally, and there was always enough to pay for each 
copy and a trifle remaining. The magazine was ordered 
purposely through the dealer, for the teacher wished ' ' St. 
Nicholas" to be found among the month's display of new 
magazines, that there might be awakened in her pupils 
the pleasure that comes from seeing a window full of 
attractively arranged fresh periodicals and that there 
might also be aroused the eagerness to peruse their con- 
tents, such as comes to every true lover of reading. 

The continued story was read from month to month 
and each new installment was eagerly awaited. This 
periodical was placed upon a reading desk and the pupils 
were made to feel that it belonged to them personally. 
Often at intermission, one pupil would be found re- 
reading a selection, read by the teacher, while other pupils 
would be grouped around listening with rapt attention. 
When school closed for the year and the teacher left the 
place permanently, as the story was not completed, many 
of the pupils gathered during the summer vacation of 
their own volition and finished it. 

This occurred in the grades and when these pupils 
graduated, the historian called attention to the fact that 
the class, as a whole, had ever since that time been noted 
for having a special literary bent and it was attributed 
to the teacher who had interested them in literature. 

The reading desk referred to was a very unpretentious 
one, consisting of a long, wide board, slanted slightly, 
provided with a small ledge to prevent papers from falling 
off, and placed at the height at which pupils of this grade 
might stand and read with ease. Upon it was placed, 
besides the magazine and scrap-book before mentioned, 
files of ''Youths' Companions," donated by a woman 
whose children were grown, also files of ''Harper's lUus- 



AND AIDS IN ELEMENTARY INSTRUCTION. 253 

trated Weekly, ' ' neither being in their pristine freshness, 
but still containing much both interesting and instruct- 
ive. Besides this were found sample copies of periodi- 
cals, such as always find their way to teachers. This 
desk was often a great aid in discipline when the cold, 
stormy days came and pupils preferred to remain in the 
house during intermission. 

Current Events. — Current events may be handled in 
various ways so as to be interesting as well as profitable. 
They may also aid in increasing the interest of parents 
in school work, since children are likely to consult with 
those at home concerning subjects under discussion in 
school. 

1. They may be placed upon a bulletin board, comment 
being passed upon them or not, at will. 

2. They may be reported upon by a pupil especially 
designated. 

3. They may be reported upon by a committee, either 
by the chairman or by each member of the committee. 

4. The class may be divided into sides and each side 
may contest to see which presents the better report. 

5. The teacher may assume the task of reporting, or 
direct the efforts of pupils. 

Occasionally it lends a pleasing variety to give items 
of news a trifle out of the regular order. 

Previous Notable Events. — Recalling notable incidents 
that happened the same day in previous years may be 
made a very interesting exercise. Articles upon this sub- 
ject are often published in the newspapers. 

Debate. — A very profitable exercise in any grade is a 
debate. Care must be taken, of course, to see that the 
subject is appropriate to the pupils' stage of advance- 
ment. 



254 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

Stranger or Townsman. — A stranger or townsman may 
be invited to discuss important events or express a per- 
sonal view. Not every one who has good command of 
English has the personality requisite to hold the attention 
of pupils and the teacher should satisfy herself upon 
this point before an invitation is extended, and some- 
times it is well to give definite suggestions as to what 
should be said. 

Noted Individual. — If a lecturer or eminent person 
who has given an entertainment in the place can be per- 
suaded to address the school, it may prove both interest- 
ing and instructive and may constitute an event long 
remembered by the pupils. 

Addresses by Professional Men. — The professional men 
of the place may be invited to address pupils on subjects 
upon which they are particularly qualified to speak and 
which come within their experience. 

The following may prove suggestive : 

I. Doctors may discuss: 

1. The value of good health and how to care for it. 

2. Tuberculosis. 

II. Dentists. 

1. Hygiene of the mouth and teeth. 

2. Physiology of the mouth. 

III. Lawyers. 

1. Law as a profession. 

2. Contracts. 

IV. Ministers. 

Subjects may be chosen by the speaker, unless the 
address is wanted for a particular purpose. 

V. Business men. 

1. Success in business. 

2. Honesty in business methods. 



AND A IDS IN ELEMENTARY INSTRUCTION. 255 

Suggestive Topics. — The following topics may be sug- 
gestive as the subject for a special address: 

Panama canal. 

Events of the Civil war. 

''Noblesse oblige." 

The dictionary. 

Two eruptions of Mt. Vesuvius. 

San Francisco earthquake. 

Types of courage. 

Nonsense in literature. 

Stories of shepherd life. 

Favorite songs. 

The Jungle. 

Scotland. 

Book illustration. 

Music of different nations. 

Pottery. 

A Greek festival. 

Eoman customs. 

Inventors and inventions. 

City of Washington. 

Evolution of tools. 

First telegraph message sent. 

Wireless telegraphy. 

Telegraph strike. 

Life in a castle. 

Unusual Entertainment. — If a performance of unusual 
excellence, as a lecture, concert or play, is to be produced 
in the town during the year, intelligent discussion upon 
such a subject may awaken the pupils' desire to attend 
and may also cause them to be much more appreciative 
listeners. 

Trip to City or Country. — If the teacher has taken a 
trip to some large city or country, she may make a talk 



256 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

upon this subject intensely interesting, or an imaginary 
trip need not be wholly lacking in interest. 

If the teacher has the power of making copies of 
famous masterpieces or pictures of noted places visited 
interesting and real to the pupils, especially if illustrated 
by choice postal cards such as are so generally manufac- 
tured at the present time, they may be highly instructive. 

Postal Cards. — An entire set of postals of a city like 
Boston or Philadelphia — rich as are these places in his- 
torical associations — may be provided for each pupil and 
would serve to create clear ideas in their minds. 

Or a set of postals of such excellence as those made of 
the Congressional library at Washington w^ould be highly 
educative. 

The pupil may become so familiar with such pictures 
as to recognize them instantly, to appreciate literary 
references to them, and to be able to converse intelligently 
even with one who has toured the continent. 

Stereoscopic Views. — If the school is provided with a 
stereoscope, views may be shown of interesting places like 
the Yellowstone Park or the Rocky Mountains. 

Many teachers make their own slides and in this way 
incur but slight expense. 

Fair or Exposition. — Some fair or exposition, of either 
national or international interest is often in progress, and 
it may prove of unusual educational interest to the 
teacher if she chooses to make it so, especially if she or 
any of her pupils are expecting to attend. 

If of sufficient importance, the papers will be filled 
with illustrations and information concerning it. These 
illustrations may be placed upon a bulletin board and 
will help to sustain interest and to make the pupils' 
ideas upon the subject much clearer. The teacher may 



AND AIDS IN ELEMENTARY INSTRUCTION. 257 

Speak of the preparations under way for the exposition 
and of the interesting things to be seen there or of the 
reports brought back by those who have already attended. 
After the return of teacher or pupils from such exposi- 
tions, the school will be particularly interested in descrip- 
tions of things actually seen and experiences passed 
through. The two fairs of the middle west, at Chicago 
in 1893 and at St. Louis in 1904 were very accessible and 
especially instructive from an educational standpoint. 

The bulletin board previously mentioned may or may 
not be elaborate. A simple one may be constructed of 
any kind of boards that will dovetail together, and cov- 
ered neatly by dark green or black cambric or silesia. 
This may be suspended from the wall by strong wire. 
Brass-headed tacks, such as artists and surveyors use, 
make the neatest and most satisfactory fasteners. 

This board may also be used for displaying pictures, 
not worth framing or those needed in the school room for 
a short time ; for posting current events or clippings from 
the newspapers, or for the pupils' best written produc- 
tions in subjects pursued. 

When the illustrations of the fair or exposition are 
taken from the bulletin board, they may be collected in 
a scrap-book and put upon a reading desk placed at the 
pupils' disposal. After the discussion is over, interest 
in the pictures does not decrease, for the pupils will often 
refer to them and talk the subject over among themselves. 

Factory Visited — A factory or some place of special 
interest, visited by pupils or teacher, may be reported 
upon. 

Mediums of Communication. — Items of current history 
are always of interest, and the mediums of circulation, 
as the telegraph, the newspaper and the magazine, will all 
prove interesting. 

17 



258 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

Important Discoveries. — If the important discoveries 
which are constantly being made in the world of science, 
are presented to pupils in an interesting way, it will be 
an incentive to them to keep abreast of the times. 

Gymnastic Exercises. — Gymnastic exercises, especially 
if not included in the curriculum, make a pleasing varia- 
tion. 



AND AIDS IN ELEMENTARY INSTRUCTION. 250 



CHAPTER XXXIX. 
LISTS OF TEXTS TO BE EXAMINED. 

Readers 

Brumbaugh's Standard First Reader. 
Brumbaugh's Standard Second Reader. 
Brumbaugh's Standard Third Reader. 
Brumbaugh's Standard Fourth Reader. 
Brumbaugh's Standard Fifth Reader. 
Martin G. Brumbaugh. 

Baker and Carpenter Readers. 
First Year Language Reader. 
Second Year Language Reader. 
Third Year Language Reader. 
Fourth Year Language Reader. 
Fifth Year Language Reader. 
Sixth Year Language Reader. 

Stepping Stones to Literature. 
Sarah Louise Arnold. 
Charles B. Gilbert. 

A First Reader. 

A Second Reader. 

A Third Reader. 

A Fourth Reader. 

A Reader for Fifth Grades. 

A Reader for Sixth Grades. 

A Reader for Seventh Grades. 

A Reader for Higher Grades. 



260 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

Lights to Literature. 
Rand, McNally & Co. 
Book One. 
Book Two. 
Third Reader. 
Fourth Reader. 
Fifth Reader. 

Progressive Course in Reading. 

George I. Aldrich and Alexander Forbes. 
First Book. 
Second Book. 
Third Book. 
Fourth Book. 
Fifth Book. 

Graded Literature Readers. 
Harry Pratt Judson. 
Ida C. Bender. 

First Book. 

Second Book. 

Third Book. 

Fourth Book. 

Fifth Book. 

Sixth Book. 

Seventh Book. 

Eighth Book. 

The Jones Readers. — L. H. Jones. 
The Jones First Reader. 
The Jones Second Reader. 
The Jones Third Reader. 
The Jones Fourth Reader. 
The Jones Fifth Reader. 



AND AIDS IN ELEMENTARY INSTRUCTION. 261 

School Reading by Grades. 

Baldwin's Readers. — James Baldwin. 
First Year. 
Second Year. 
Third Year. 
Fourth Year. 
Fifth Year. 
Sixth Year. 
Seventh Year. 
Eighth Year. 

Heart of Oak Books. 
Charles Eliot Norton. 
Book I. 
Book II. 
Book III. 
Book IV. 
Book V. 
Book VI. 
Book VII. 

The Heath Readers. 
First Reader. 
Second Reader. 
Third Reader. 
Fourth Reader. 
Fifth Reader. 
Sixth Reader. 

Language Lessons and Grammar. 

Language Lessons. 
Book One. 
Book Two. 

Charles DeGarmo. 



262 A GUIDE TO THE TEACHER'S MASTERY OP TEXTS 

Elements of English Grammar. 

George P. Brown and Charles DeGarmo. 

Mother Tongue — Book I. 
Mother Tongue — Book II. 
Arnold and Kittridge. 

Language Lessons. 
Grammar Lessons. 

Wilbur Fisk Gordy. 

AVilliam Edward Mead. 

Foundation Lessons in English. 
Book One. 
Book Two. 
0. I. Woodley and M. S. Woodley. 

Foundation Lessons in English Language and Grammar. 
O. L and M. S. Woodley and G. R. Carpenter. 

New Lessons in Language. 
English Grammar and Composition. 
Gordon A. Southworth. 

Elementary Composition. 
William Frank Webster. 

Webster-Cooley Language Series. 
Language Lessons — Book I. 
Alice W. Cooley. 

Language Lessons from Literature. 
Book One. 
Book Two. 

Alice W. Cooley. 



AND AIDS IN ELEMENTARY INSTRUCTION. 26: 

Elementary English. 
Elements of Grammar and Composition. 
Advanced Grammar and Composition. 
E. Oram Lyte. 

Graded Lessons in English. 
Higher Lessons in English. 
Reed and Kellogg. 



Arithmetics. 

Walsh's Arithmetic. 

John H. Walsh. 
Walsh's Elementary Arithmetic. 
Mathematics for Common Schools (Intermediate), 
Grammar School. 

Book L 

Book II. 
Higher Arithmetic. 

The Werner Arithmetic. 
Frank H. Hall. 
Book I. 
Book II. 
Book HI. 

Smith's Arithmetics. 
Primary Arithmetic. 
Grammar School Arithmetic. 

David Eugene Smith. 

Primary Arithmetic. 

Public School Arithmetic for Grammar Grades. 
McLellan and Ames. 



264 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

The Rational Arithmetic — Elementary. 
H. H. Belfield and Sarah C. Brooks. 

Grammar School Arithmetic. 
George W. Myers. 
Sarah C. Brooks. 

The Essentials of Arithmetic. 
Book I. 
Book II. 
Gordon A. Southworth. 

Geographies. 

Tarr and McMurry's Introductory Geography. 
Tarr and McMurry's Complete Geography. 

Ealph S. Tarr and Frank M. McMurry. 
A Teacher's Manual of Geography. 

Charles McMurry. 

Dodge's Elementary Geography. 
Dodge's Advanced Geography. 
Richard Elwood Dodge. 

Elementary Geography. 
Advanced Geography. 
Charles F. King. 

Frye's Elements of Geography. 
Frye's Complete Geography. 
Alexis Everett Frye. 

Natural Elementary Geography. 
Natural Advanced Geography. 

Jacques W. Redway and Russel Hinman. 



AND AIDS IN ELEMENTARY INSTRUCTION. 26[ 

The Rand-McNally Elementary Geography. 
Florence Holbrook. 

The Rand-McNally Grammar School Geography. 
James A. Bowen. 

Revised by 
Charles Redway Dryer. 

Spellers. 

Morse Speller. 

Samuel T. Dutton. 

Progressive Course in Spelling. 
J. N. Hunt. 

Orthographies. 

Institute Drill Work, Orthography and Word Analysis. 
0. J. Laylander. 

Irish's Orthography and Orthoepy. 
Frank V. Irish. 

Histories. 

McMurry's Method of Teaching History. 
Norse Stories. 

Hamilton Wright Mabie and Katherine L. Bates. 
The Story of the Chosen People. 
The Story of the Greeks. 
The Story of the Romans. 
The Story of the English. 
Story of the Thirteen Colonies. 
Story of the Great Republic. 

H. A. Guerber. 



266 A GUIDE TO THE TEACHER'S MASTERY OF TEXTS 

Nature Studies. 

The Nature Study Idea. 
Liberty II. Bailey. 

McMurry's Teaching of Elementary Science. 



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